Special Educational Needs and Disability Policy

Special Educational Needs and Inclusion Policy September 2019

Name of SENCo: Mrs Higgins

Contact details:

St Charles Primary School

Regent Farm Road


Newcastle upon Tyne


0191 285 2553

Length of time in post: Commenced post Autumn 2019

The SENCo is a member of the Senior Leadership Team

The SEN policy should be read in consultation with the Accessibility Plan, Annual SEN Report and the Parents/Carers’ SEN Information Guide. Together they include details of:

  • The school’s admission arrangements for pupils with SEN or disabilities

  • The steps school have taken to prevent pupils with SEN or disabilities from being treated less favourably than other pupils

  • The facilities provided to assist access to the school by pupils with SEN and disabilities.

(Children and Families Act 2014, Part 3)

St Charles’ RC Primary School Special Educational Needs Policy has been reviewed in the light of the draft Special Educational Needs (SEN) Code of Practice for 0 – 25 years. The policy is reviewed annually by the SENCO, Mrs Higgins, with support from the Head teacher, Mrs Nealings, and link Governor, Margaret Barber, taking into account parental and pupil views.


At St Charles’ RC School every child is equal, valued and unique. We aim to provide an environment where all pupils feel safe and can flourish. We will respond to individuals in ways which take into account their varied life experiences and particular needs. St Charles’ is committed to providing an education that enables all pupils to make progress so that they achieve their best, become confident individuals living fulfilling lives and make a successful transition into adulthood. We support transition of pupils to different settings, specialist settings and or secondary education through close working relationships with parents and other professionals. At St Charles we ensure that children develop life skills through a purposeful curriculum individualized to the needs of the pupils.


  • To ensure equality of provision for pupils with special educational needs (SEN) and disability
  • To take into account legislation related to SEN and Disabilities, including part 3 of the Children and Families Act 2014, The SEN Code of Practice 2014, The Special Educational Needs and Disability Regulations 2014, The Special Educational Needs (Personal Budgets and Direct Payments) Regulations, Section 49, The Order setting out transitional arrangements, Section 137, Equality Act 2010, The Mental Capacity Act 2005, Supporting pupils at school with medical conditions 2014 Keeping Children Safe in Education 2016
  • To provide full access for all pupils to a broad and balanced curriculum
  • To ensure that the needs of pupils with SEN are identified, assessed, planned for and regularly reviewed to improve outcomes
  • To enable pupils with SEN to achieve their potential
  • To ensure parents / carers are fully engaged in decision making
  • To take into account the views, wishes and feelings of pupils
  • To provide advice and support for all staff working with pupils with SEN
  • To provide detailed information about the arrangements for identifying, assessing and making provision for pupils with SEN

Admission Arrangements:

Pupils with an Education, Health and Care Plan or a Statement of Special Educational Needs

The admission of pupils with an Education, Health and Care Plan or a Statement of Educational Needs is dealt with by a completely separate procedure. Children with an Education, Health and Care Plan or a Statement of Special Educational Needs that names the school must be admitted. Where this takes place before the allocation of places under these arrangements this will reduce the number of places available to other children.

See Admission Policy for more information

Definition of SEN

The code of practice defines SEN thus:

A child or young person has SEN if they have a learning difficulty or disability that calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

          • (a) Have a significantly greater difficulty in learning than the majority of others the same age; or

          • (b) Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.

          • A child under compulsory school age has a special educational need if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them (clause 20 children and families bill).

Roles and Responsibilities

The new code identifies the roles and responsibilities for the governing body, head teacher, teaching and support staff and SENCo.

The current SENCo, Mrs Higgins, is a qualified teacher and as SENCo she is a member of the school senior leadership team. As SENCo she will:

  • oversee the day-to-day operation of the policy
  • coordinate provision for pupils with SEN
  • liaise with the 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 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 potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
  • work with the head teacher 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 class/subject teacher:

  • Set high expectations which inspire, motivate and challenge pupils

  • Promote good progress and outcomes for pupils

  • Plan and teach lessons in which teaching responds to the strengths and needs of pupils with SEN

  • Work closely with support staff in the planning and monitoring of interventions

  • Make accurate and productive use of assessment to inform the four-part cycle

  • Manage behaviour effectively to ensure a good and safe learning environment

  • Fulfil wider professional responsibilities in relation to SEN e.g. the effective deployment of support staff, professional development, acting on specialist advice

  • Communicate effectively with parents with regard to pupil’s achievements and pupils well-being

  • SEN teaching assistants currently employed are Mrs Mitchinson and Mrs Kaur. They support individuals and groups of pupils at SEN support level of provision, both in class and through withdrawal for targeted interventions/ programme

  • The governor responsible for SEN is Mrs M Barber.

  •  The designated teacher for child protection is Mrs Nealings.

  •  The designated member of staff responsible for managing pupil premium is Mrs Damti.

  •  The designated member of staff for looked after children is Mrs Nealings.


Looked after children (LAC)

The SENCo and designated member of staff, Mrs Nealings, meet on a termly basis to ensure that arrangements are in place for supporting pupils that are looked after and also have SEN. SEN reviews and PEP meetings are coordinated and where possible meetings are held on the same day.

See LAC policy

Access to Facilities and Provision:

Please refer to school’s accessibility plans which outlines how we:

  • Increase access to the curriculum for pupils with a disability

  • Improve and maintain access to the physical environment

  • Improve the delivery of written information to pupils

Our school is a purpose built single story building with access to disabled toilets. Medicines are kept in school according to our Managing medicines policy which can be found on our school website.

See Accessibility plan

Allocation of Resources:

The head teacher and SENCo are responsible for the operational management of the budget for SEN provision. The school will use a range of additional funding including the notional SEN budget and, where applicable, pupil premium to provide high quality appropriate support for pupils with SEN. Where a pupil’s needs exceed the nationally prescribed threshold (currently £6,000) additional funding will be applied for from the local authority.

Access to the Curriculum

The broad and balanced curriculum is differentiated to enable all children to access the learning. Teachers have high expectations for all pupils. All pupils receive inclusive quality first teaching that is differentiated to meet individual need. Identifying, assessing, planning and review is part of Quality First Teaching. Our Parents/Carer’ SEN Information Guide and Annual SEN Report provides a clear description of the details of what is available for all children with SEN through Quality First Teaching and what is additional and different provision. Teachers are responsible and accountable for the progress and development of the pupils. However, in order to maximize learning, some pupils are withdrawn, individually and in small groups, to take part in targeted, time limited interventions planned to meet particular needs.

Pupils with SEN are actively encouraged and supported to join in and benefit from additional activities and clubs as well as any wider community activities.

See Teaching and Learning policy

Identification, Assessment, Planning and Review Arrangements:

St Charles’ RC Primary follows the graduated approach of assess, plan, do and review as outlined in the Code of Practice (2014). This approach is embedded in whole school practice for all pupils and every teacher is responsible for ‘adapting teaching to respond to the strengths and needs of all pupils’. (Teachers’ Standards 2012)

School assessment data, teacher judgments and, where appropriate, assessments from outside agencies are used to identify pupils who require additional and different provision. A provision map outlines all SEN support and is updated each term.

There are 4 broad areas of need:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

The following are not SEN but may impact on progress and attainment:

  • Disability
  • Attendance and punctuality
  • Health and welfare
  • English as an additional language (EAL)
  • Receipt of pupil premium
  • Being a looked after child
  • Being a child of service personnel


SEN support – four-part cycle

The identification of SEN is built into the overall approach to monitoring the progress and development of all pupils in school. Termly pupil progress meetings support the early identification of pupils who may have SEND. Where concerns are identified an initial concerns checklist is completed and discussed with the SENCo.



The class or subject teacher, working with the SENCo, will carry out a clear analysis of a pupil’s needs. This assessment will be reviewed regularly. Where appropriate, professionals will help to inform the assessment. Parents will be asked to contribute to the assessment and this will be recorded and the minutes shared with all relevant parties. If any pupil has been identified with SEN the parents will be asked to agree to their child being added to the SEN list.



Parents will be formally notified and will receive a copy of the ‘meeting around a child’ minutes. Adjustments, interventions, support and review date will be agreed with staff, parents and pupil. This will be recorded on the school information system.

The class teacher will remain responsible for working with the pupil on a daily basis and retain responsibility for their progress and outcomes. The class teacher will plan and assess the impact of support and interventions with any teaching assistants or specialist staff involved. Mrs Higgins as SENCo will support the above.


The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed on the agreed date. Reviews will be held with parents at least three times per year. The class teacher, working with the SENCo, will revise the support in light of the pupil’s progress. If a pupil does not make expected progress over a sustained period of time school will seek specialist expertise. This will inform future provision. If a pupil does not make expected progress over a sustained period of time school will consider involving specialists.

School liaises with the following services

  • Educational Psychology Service

  • School Health, School Improvement Service (SIS) SEND support

  • SEN Teaching and Support Service (SENTASS)

  • when appropriate, Social Services and Looked After Children Team.


Additional Top Up Funding

Where a pupil’s needs exceed the nationally prescribed threshold (currently £6,000) additional funding will be applied for from the local authority.



Education, Health and Care Plans

Where, despite having taken relevant and purposeful action to identify, assess and meet the SEN of a pupil, the pupil has not made expected progress, then school or parents will consider requesting an Education, Health and Care assessment. School will provide the local authority with evidence of the action taken as part of SEND support.


Further details on provision for pupils with SEN can be found in the SEN information document.


SEN information document

This report can be found on the school website and within the school brochure. It outlines the provision St Charles’ makes for all pupils with SEN and within the four broad areas of need – communication and interaction; cognition and learning; social, emotional and mental health difficulties; sensory and/or physical.


Transition Arrangements

Transition is carefully planned. In order to ensure successful transition both within school and from setting/school to setting/school. Parents/carers will be fully involved in the planning for the transfer to the new setting. Key information about SEN provision will be shared with the next school /setting through the review process.


See Transition Policy


Parents/Carers’ SEN Information Guide

This guide, and the Annual SEN Report, can be found on the school website. These outline the provision normally available for pupils with SEN as well as provision within the four broad areas of need – communication and interaction; cognition and learning; social, emotional and mental health difficulties; sensory and/or physical. The Annual SEN Report includes an evaluation of the impact of the above provision on outcomes for pupils with SEN.


Partnership with Parents/Carers:  

St Charles’ school has positive attitudes to parents/carers and values their important role in their child’s education. Parents/carers are always informed when their child is placed on the SEND list and the graduated response, outlined in the Code of Practice, is explained to them. SENDIASS (SEND information, support and advice service) information is also given. This service provides information, advice and support at any stage of a child or young person’s education, and provides an Independent Supporter for families in the process of getting an Education Health and Care Plan.
Parents/carers are fully involved in the review process. Interpreters are arranged for parents who require translation during meetings. Written information is in accessible formats and sufficient notice is given for meetings to enable parents/carers time to prepare.
The SENCo, is proactive in supporting parents in a variety of ways, including home visits, liaising with agencies, organising activities and facilitating and delivering training. The Early Help Plan is used to coordinate support for children and their families who have a range of needs.


Pupil Participation:

The views of all pupils are valued. Pupils with SEN are supported to be involved in decision making and to be able to express any concerns. All pupils are aware of their individual targets and a pupil review sheet is used to gather their views on their progress. The pupil review sheet is completed with the SEN TA on a termly basis. Pupils in Key Stage 2 and above are invited to attend their termly review meeting.


Monitoring and Evaluating the Success of Provision:

For further details see Annual SEN Report


A variety of methods are used to monitor and evaluate the provision and achievements for the pupils with SEN:


  • Regular observation of teaching by the senior leadership team.

  • Analysis of assessment data, with high expectations for the progress expected between key stages for all pupils.

  • Assessment records that illustrate progress over time – e.g. reading ages.

  • Pre and post assessments for those pupils who are withdrawn for targeted interventions

  • Success rates in respect of individual targets.

  • Monitoring by Mrs M Barber, the governor with responsibility for SEN.

  • The views of parents/carers and pupils. Questionnaire for parents of pupils with SEN, pupil views of additional and different provision they receive.

  • Regular meetings between SENCo, class teacher and the SEND TA.

  • Provision Mapping – used as a basis for monitoring the impact of interventions. The local Authority audit to externally validate provision and outcomes for pupils with SEN.


Staff Development:

The Senior Leadership Team reviews the training needs of staff through Performance Management and pupil progress to plan appropriate CPD in relation to SEN. The SENCo ensures staff are informed of local and national developments in relation to SEN and Inclusion. Where appropriate, specialists are used to deliver the training. Newly qualified teachers are offered support and in school training by the SENCo.


See Annual SEN Information Report for details.


Medical Conditions

St Charles’ will follow the recommendations of the Children and Families Act 2014 with regard to arrangements to support pupils with medical conditions. Where a pupil also has SEN, their provision will be planned and delivered in a coordinated way with their healthcare plan.


See Medicines in Schools Policy



The Equality Act 2010 sets out key characteristics that it is unlawful to discriminate against a pupil or prospective pupil:

  • age

  • disability

  • gender reassignment

  • marriage and civil partnership

  • pregnancy and maternity

  • race

  • religion or belief

  • sex

  • sexual orientation

    St Charles ensures that it meets the standards of the Act by:

  • Eliminating discrimination

  • Advancing equality and opportunity for all

  • Fostering good relationships with different groups of students



    To support this St Charles:

  • Offer equal opportunities to all sports and after school clubs

  • Ensure that Early Years provision is not gender specific and all children are encouraged to participate in different kinds of play

  • Uniform non-specific to gender



  • Welcome and celebrate all nationalities

  • Ensure that translators and key documents adapted to different languages if needed

  • Support EAL children and their families

  • Celebrate different cultures and customs



  • Ensure that children with disabilities are supported through our SEN policies and procedures

  • Support staff and arrange specific training when needed

  • Religion and Belief

  • Plan yearly to cover key other faith festivals and celebrations

  • Learn about other faiths termly through our RE curriculum

  • Work with parents and students from other faiths to understand our prayer and collective worship ethos

         Sexual Orientation/Gender reassignment
  • Ensure that the school is welcoming to students or students family members who is LGBT

  • Staff training to ensure understanding

  • Ensure sensitivity relating to issues of families, marriage and sexuality

    The protected characteristics are embedded into the school Anti-bullying policy.

The Complaints Procedure:
Initially an attempt will be made to resolve a complaint about SEN provision at school level, within one week of the complaint having first been made. The procedure is firstly that the class teacher attempts to resolve matters, then if required the SENCo and/or head teacher becomes involved. Parent partnership may also become involved at this stage.
If the complaint is unresolved, then the person making the complaint is advised of their rights under Section 23 of the Education reform Act to make a complaint. The Governing Body will consider the complaint, after which, if necessary the LA will become involved. School will inform parents/carers of the local authority’s commissioned independent disagreement resolution service. Details can also be found in the Local Offer.
Related policies: Admissions, Accessibility Plan, Annual SEN Report, Anti-bullying Policy, Looked After Children, Medicines in School, Safeguarding, Teaching and Learning, Transition.
This policy is reviewed annually. Next review date September 2020.





T. 0191 285 2553 E. admin@stcharles.newcastle.sch.uk A.Regent Farm Road, Gosforth, Newcastle upon Tyne, NE3 3HE