Clunbury Primary School SEND Report 2019-20
The ethos of Clunbury CE (A) Primary School is one which welcomes all children. We do not discriminate against pupils with physical or sensory disabilities or learning difficulties. Clunbury ensures that all pupils have equal access with their peers to participate in all aspects of school life and the curriculum. We recognise that children learn at different rates and it is our intention that each child will develop their full potential.
The school has a SEND policy, please use the link below to access this.
The policy has been updated in line with the new Special Educational Needs and Disability Code of Practice 2014, and other documentation including the Children and Families Act 2014 and Supporting Children with Medical Conditions 2014.
Identification and Provision
As per code of practise, the method of identification and provision for children with special needs follows a graduated approach.
Additional Needs concerns could be raised then addressed by teachers and parents as part of the daily teaching and learning within each class or prior to children joining the school as part of the transition process.
Potential concerns are discussed with the SENDCo, class teacher and parents. Then intervention can be put in place to support the child. The child will also be recorded on the whole school provision map, which is continually reviewed. After an appropriate time, the intervention is reviewed and modified to assist with closing a gap within their learning and school experience. In conjunction with specific intervention assessment, staff use day to day assessments and our termly academic assessments to monitor their progress and attainment.
Following a review should there still be concerns, then the SENDCo and the class teacher will put together further intervention support for the child. The school may also seek the additional support of an external agency such as the speech and language team or the educational psychology team.
Where despite careful planning, action and review, the child continues to make little or no progress, we work alongside parents and other agencies to consider an application for an Education, Health Care Needs assessment. This is an in-depth assessment of the child’s needs and the suitable strategies to support the child.
Number of Children with SEN
Due to the small numbers of children within the school it is not possible to identify individual children at SEN support or with an EHCP as these are easily identified within the wider community.
Involvement of Parents
Parents are welcomed into school and will have the opportunity to attend a parent meeting each term with the class teachers where they can ask questions about their childs school life and have the opportunity to share information. Class teachers are available throughout the week to talk to parents about their children through informal conversations or as part of an arranged meeting. The Lead teacher and the SENDCo are also available to discuss concerns with parents again as part of a pre-arranged meeting.
Parents are regularly informed of events within school through the weekly newsletter.
Involvement of pupils
Within Clunbury Primary School, we value the opinion of our pupils and use ‘pupil voice’ opportunities for the children to discuss their progression within their intervention learning.
Teaching and Learning
Teaching Assistants support the class teachers, implementing identified targets for each child and offering general classroom support. This support is tailored to meet the specific needs of each child. All teaching and learning is adapted to meet the needs of pupils, through differentiation; use of resources, including special resources; adaptation of the timetable and curriculum and adapting the learning environment as necessary.
Progress of Pupils with SEN and LAC
All the children who are currently receiving additional support are making progress towards meeting their individual targets, these are reviewed termly.
Transition to the Next Educational Phase
The school ensures a smooth transition from each class through regular conversations as part of weekly staff meeting. Children with additional needs will have a graduated transition; particularly from the early years into key stage one. All the children have additional transition visits and all staff within the school are aware of the additional needs that all pupils have.
For pupils transferring to Key Stage 3, the school SENDCo liaises closely with parents and the secondary school that the pupils will be transferring to. Additional transition visits are arranged if appropriate and also the children have the opportunity to be part of the Woodlands transition group if this is appropriate. The transition programme for children moving onto secondary school is bespoke and tailored to the needs of individual pupils.
External Personnel and Other Agencies
Over the past year we have liaised with the Educational Psychology Team, Special Needs LA Advisors, the Occupational Therapy Team, Speech and Language Therapists, School Nurse, Emotional Health and Wellbeing Service (formally CAMHS) and Learning Support Teachers.
Support from external agencies has been through individual assessments and advice through additional interventions and strategies to support each individual child. They have also supported teachers and teaching assistants to be able to deliver these interventions.
It may be necessary at times to complete an Early Help Assessment Form (EHAF) and call a Team meeting to ensure that all the needs of the child are being met. This will involve all agencies, including social support and health care workers, as necessary.
All pupils with SEN and /or disability take part in all aspects of school life including out of school activities. All children have had the opportunity participated in the full range of opportunities and events arranged by the school, including day visits and residential trips.
The Disability Accessibility Plan is available to read on the website. The school is fully accessible for pupils with SEND. There is ramp with rails to assist access the rear of the building from the playground.
The school admissions policy for Clunbury CE Primary School is operated by the Governing Body. The admissions criteria gives priority to pupils who are looked after, with a statement of special needs or disability where admission to the school would best suit their needs.
We are committed to inclusion and equal access for all regardless of special needs or disability.
Any complaints are dealt with according to the school complaints policy.
To find out more about local services available to children with special needs, please visit these websites: