SEN & Disability


SEN & Disability Policy/SEN Information Report

Issued January 2018

Our school is committed to providing the very vest education for our young people and want our pupils to be healthy, happy and safe and to do well.  This is reflected in our school Values.


  • Honesty

  • Effort

  • Aspiration

  • Respect

  • Tolerance


All children at Sunny Bank Primary School and Nursery are valued and respected and we aim to enable children to achieve their full potential during their time at our school. With this in mind, inclusive practice at our school means that we endeavour to provide extra support for any group of children or individual child who may require additional provision. In some cases this will only be for a short time, but in other instances their needs will be ongoing. 


All teachers are teachers of children with Special Educational Needs and Disabilities, and are supported by the SENCo (Special Educational Needs co-ordinator). The SENCo meets regularly with the SEN Governor to discuss SEN within the school, in its broadest sense; specific children are not discussed. The SENCo also meets with TAs to discuss support and progress.


The SENCo liaises with outside agencies who may offer further support. If children require continued extra support they will be added to the Special Educational Needs Register and their progress, through the interventions, carefully monitored.


This policy is written in line with the requirements of:


  • Children and Families Act 2014 

  • SEN Code of Practice 2014 

  • SI 2014 1530 Special Educational Needs and Disability Regulations 2014 

  • Part 3 Duties on Schools – Special Educational Needs Co-ordinators 

  • Schedule 1 regulation 51– Information to be included in the SEN information report 

  • Schedule 2 regulation 53 – Information to be published by a local authority in its local offer 

  • Equality Act 2010 

  • Schools Admissions Code, DfE 1 Feb 2012 

  • SI 2012 1124 The School Information (England) (Amendment) Regulations 2012 

  • SI 2013 758 The School Information (England) (Amendment) Regulations 2013 

The policy should be read in conjunction with the following school policies: 


  • Behaviour Policy

  • Safeguarding Policy 

  • Equalities Policy 

  • Teaching and Learning Policy 


This policy has been developed with staff, representatives from the governing board and parents of children with and without special educational needs and will be reviewed annually.

Definition of SEN


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.  


A child of compulsory school age has a learning difficulty if he or she:


  • 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 or mainstream post-16 institutions. SEN Code of Practice (2014, p 4)



Definition of Disability


Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is “…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities”.  This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ SEN Code of Practice (2014, p5).


  1. The kinds of special educational need for which provision is made at the school


At Sunny Bank Primary School and Nursery we can make provision for children who have a wide variety of frequently occurring special educational needs, who do not have a Statement of Special Educational Needs / Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome, learning difficulties, gross motor and fine motor skills, social and emotional needs and behaviour difficulties.  There are other kinds of special educational need which we are not presented with as frequently and with which the school is less familiar, but we can access training and advice so that these needs can be met.  


The school also currently meets the needs of pupils with an Education, Health and Care Plan with the following needs: Autistic Spectrum Disorder, sensory needs, behaviour and emotional difficulties, moderate learning difficulties and speech and language needs


Decisions on the admission of pupils with a Statement of Special Educational Needs / Education, Health and Care Plan are made by the Local Authority. The admission arrangements for pupils without a Statement of Special Educational Needs / Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs.



2. Identification and assessment of pupils with SEN


At Sunny Bank Primary School and Nursery we set baselines and monitor the progress of all pupils six times a year, to review their academic progress. We also use a range of assessments with all the pupils at various points, for example; speech and language screens, speech link, language link, phonic screens, reading age/bench marking.


Where progress is not sufficient, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up. Examples of extra support are BRP, Making Maths Matter, maths boosters, additional reading, additional phonics, speech and language groups, social skills support, nurture support, play therapy, fine and gross motor skills activities/BEAM, Fizzy. 

Some pupils may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness.  For these pupils, and in consultation with parents, we will use a range of assessment tools to determine the cause of the learning difficulty.  At Sunny Bank Primary School and Nursery we are experienced in using the following assessment tools; speech link, language link, benchmarking, dyslexia screening. The school has access to Speech Therapists who are able to carry out more in depth assessments. We also have access to external advisors for behaviour, NHS SALT, OT, Paediatrician and Educational Psychologist who are able to carry out assessments and give staff and parents ideas of how to support the children and help them to progress, both academically and socially.


The purpose of the more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress.  Detailed assessments are discussed with parents and targets agreed which form the basis of the intervention plan, which is reviewed regularly and revised if necessary.  At this point we will have identified that the pupil has a special educational need (SEN Support) and is receiving provision which is additional and different to what is normally available.  


If the pupil is able to make good progress using this additional and different resource, but would not be able to maintain this good progress without it, we will continue to identify the pupil as having a special educational need.  If the pupil is able to maintain good progress without the additional and different resources he or she will no longer be identified as SEN Support. When any change in identification of SEN is made, parents will be notified.


We will ensure that all teachers and support staff who work with the pupils are aware of the support to be provided and the teaching approaches to be used.




3. Information about the school’s policies for making provision for pupils with special educational needs whether or not they have EHC Plans, including:


3a. how the school evaluates the effectiveness of its provision for such pupils


Each review of the SEN support will be informed by the views of the pupil, parents and class teacher and the assessment information from teachers which will show whether adequate progress is being made.


The SEN Code of Practice (2014, 6.17) describes inadequate progress thus:


  • 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 rate of progress

  • widens the attainment gap


For pupils with a Statement of Special Educational Needs / Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision.  The collation of all annual review evaluations of effectiveness will be reported to the SEN Governor. 


3b. the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs


Every pupil in the school has their progress tracked six times per year.  In addition to this, pupils with special educational needs may have more frequent assessments of their progress as their targets may include smaller steps for learning.  If these assessments do not show adequate progress is being made the SEN support plan will be reviewed and adjusted. See section 2 for assessment list.


3c. the school’s approach to teaching pupils with special educational needs


“High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.  Additional intervention and support cannot compensate for a lack of good quality teaching.  Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement.  This includes reviewing and, where necessary, improving teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.” SEN Code of Practice (2014, 6.37)


At Sunny Bank Primary School we follow the Mainstream Core Standards, see link below, advice developed by Kent County Council to ensure that our teaching conforms to best practice in Years 1-6 and in Nursery and Year R we use Best Practice Guidance.


In meeting the Mainstream Core Standards the school employs some additional teaching approaches, as advised by internal and external assessments e.g. one to one tutoring / precision teaching / mentoring, small group teaching and use of ICT software learning packages.  These are delivered by additional staff employed through the funding provided to the school as ‘notional SEN funding’. When possible we will try to ensure that interventions happen in the classroom, within the lesson of intervention.


3d how the school adapts the curriculum and learning environment for pupils with special educational needs


At Sunny Bank Primary School and Nursery we follow the advice in the Mainstream Core Standards and Best Practice Guidance on how to adapt the curriculum and the learning environment for pupils with special educational needs.  We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in statements of Special Educational Needs / Education, Health and Care Plans.


As part of our requirement to keep the appropriateness of our curriculum and learning under review the school buildings have been adapted.  


  • Disabled parking bay provided. 

  • Fully equipped care suites.

  • Signage and entry to school is wheelchair friendly and accessible

  • Improved access to outside classrooms.

  • Edges of steps are highlighted.

  • The entrance to the main Reception has been altered to provide a flat access. Window to Receptionist has been lowered to wheelchair height.

  • All classrooms have either flat or ramped entrance and exits.


At the Sunny Bank site:


  • Hearing Loop installed.  

  • Double doors installed to areas to allow wheelchair access. 

  • Disabled toilet installed.  

  • All classrooms have low level handles.  

  • The car park has been levelled to provide flat access to the building. 



3e. additional support for learning that is available to pupils with special educational needs


As part of our budget we receive ‘notional SEN funding’.  This funding is used to ensure that teaching is effective in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring SEN support.  The amount of support required for each pupil to make good progress will be different in each case. In a small number of cases a very high level of resource is required.  The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs, and above that amount the Local Authority should provide top up to the school. This is applied for via High Needs Funding. 


3f how the school enables pupils with special educational needs to engage in activities of the school (including physical activities) together with children who do not have special educational needs 


All clubs, trips and activities offered to pupils at Sunny Bank Primary School and Nursery are available to pupils with special educational needs either with or without a Statement of Special Educational Needs / Education, Health and Care Plan.  Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the pupil in the activity. The school will conduct a general risk assessment for activities or trips and may conduct an individual risk assessment for children with Special Educational Needs if necessary and always in advance of the activity. This will advise what alternative arrangements may need to be put into place to accommodate the child and give them the same opportunities as all other children. 


3g support that is available for improving the emotional and social development of pupils with special educational needs


At Sunny Bank Primary School and Nursery we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching for instance PSHE, circle time, social skills groups, nurture groups and indirectly with every conversation adults have with pupils throughout the day.  


For some pupils with the most need for help in this area we also can provide the following:


  • access to a counsellor through Sparks 

  • mentor time with the Learning Mentor, a member of senior leadership team or other adult 

  • external referral to CAMHS, Young Healthy Minds or Paediatrician 

  • time-out space for pupil to use when upset or agitated 

  • play therapy 


Pupils in the early stages of emotional and social development because of their special educational needs will be supported to enable them to develop and mature appropriately.  This will usually require additional and different resources, beyond that required by pupils who do not need this support.


4.Information about the expertise and training of staff in relation to children and young people with special educational needs and how specialist expertise will be secured


Teachers and teaching assistants have had access to the following training:


  • Attachment theory

  • ASD  

  • Behaviour

  • BRP

  • Circle of Friends 

  • Cued Articulation

  • Dyslexia

  • Forest Schools

  • Language

  • Language for Learning 

  • Makaton

  • Memory training

  • Play Therapy

  • Precision Teaching

  • P Scale training 

  • Reading Recovery

  • Sensory Awareness

  • SoundsWrite

  • Speech 

  • Storycises 


Where a training need is identified beyond this we will find a provider who is able to deliver it.  Training providers we can approach are; Meadowfields School, Danecourt School, Broomhill Bank, Laleham Gap school, the Educational Psychology Service, Speech and Language therapists, Occupational Therapist, Physiotherapy, Specialist Teaching Service, Hearing and Visually Impaired Service.  The cost of training is covered by the notional SEN funding.


5. Information about how equipment and facilities to support children and young people with special educational needs will be secured


Where external advisors recommend the use of equipment or facilities which the school does not have, we will purchase it using the notional SEN funding, or seek it by loan.  For highly specialist communication equipment the school will seek the advice of the KCC Communication and Assistive Technology team.


6. The arrangements for consulting parents of children with special educational needs about, and involving them in, their education


All parents of pupils at Sunny Bank Primary School and Nursery are invited to discuss the progress of their children on three occasions a year and receive a written report three times per year.  In addition we are happy to arrange meetings outside these times. As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not imply that the pupil has a special educational need.  All such provision will be recorded, tracked, evaluated and shared with parents three times per year.


If following this normal provision improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to better address these needs.  From this point onwards the pupil will be identified as having special educational needs (SEN Support) and the parents will be invited to planning and reviews of this provision.  Parents will be actively supported to contribute to assessment, planning and review.


In addition to this, parents of pupils with a statement of SEN / Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents. 


7. The arrangements for consulting young people with special educational needs about, and involving them in, their education


When a pupil has been identified to have special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of person-centred planning.  Parents are likely to play a more significant role in the childhood years with the young person taking more responsibility and acting with greater independence in later years.


8. The arrangements made by the governing board relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school


The normal arrangements for the treatment of complaints at Sunny Bank Primary School and Nursery are used for complaints about provision made for special educational needs.  We encourage parents to discuss their concerns with the class teacher in the first instance and if they have further concerns to then speak to the SENCo, Family Liaison Officer, Deputy or Head Teacher to resolve the issue before making the complaint formal to the Chair of the governing board.


If the complaint is not resolved after it has been considered by the governing board, then a disagreement resolution service or mediation service can be contacted.  If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability), if the case refers to disability discrimination, or to the Secretary of State for all other cases.


There are some circumstances, usually for children who have a Statement of SEN where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.


9. How the governing board involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils


The governing board have engaged with the following bodies:-


  • Free membership of LIFT for access to specialist teaching and learning service

  • A service level agreement with Educational Psychology service for 3 days per year

  • Access to local authority’s service level agreement with Speech and Language Therapy 


  • Access to independent Speech and Language Therapists

  • A service level agreement for Occupational Therapy Services 

  • Ability to make ad hoc requests for advice from Communication and Assistive Technology 

    Team, etc 

  • Play Therapists

  • Kent Children and Families Social Services

  • Early Help

  • Virtual School Kent

  • Swale Inclusion Service

  • Project Salus

  • Membership of the local SENCo forum and access to NASEN information.


10. The contact details of support services for the parents of pupils with special educational needs and disabilities and children and young people with SEND up to age 25 (Code of Practice 6.39)


Information Advice and Support Kent (IASK) provides a free and confidential, information, advice and support service, for parents of a disabled child or child with special educational needs and to children and young people up to age 25 who have a special educational need or disability.


Trained staff can provide impartial legally based information and support on educational matters relating to special educational needs and disabilities, including health and social care.  The aim is to empower parents, children and young people to fully participate in discussions and make informed choices and decisions.  Also to feel confident to express their views and wishes about education and future aspirations. 


They can be contacted on: 


HELPLINE: 03000 41 3000

Office: 03000 412412 



11. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education


On entry to Nursery each family will be home visited by the FLO and Nursery Teacher. During this meeting any additional needs are discussed and an induction programme is planned for each child. If the child is transferring from another pre-school or attends a child minder, staff request that any information is transferred using the Kent Transition Grid/Learning Journey.


At Sunny Bank Primary School and Nursery we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make sure the transfer is as seamless as possible.  The Reception Teachers visit the Nursery or other settings and there is a home visit for children who do not attend our Nursery. The children then have three visits to school with their parents. There is a staggered entry to school in September starting with mornings only, then staying for lunch and then fulltime. There are opportunities for Nursery staff to talk to Reception staff and for parents to share Learning Journeys. All parents are invited to share a lunch with their children also. For children with a high level of need a specific transition meeting is held and outside agency representatives are invited.


When children leave our school to go to another primary school or when they leave to start secondary school all of their school records are sent on to the new school. In addition staff from the secondary schools visit and talk to the children. Secondary school staff also meet with staff from our school including the SENCO and Year 6 teachers about specific children. Special arrangements for transition visits can be made for individual vulnerable children. 


12. Information on where the local authority’s local offer is published.


The local authority’s local offer is published on and parents without internet access should make an appointment with the SENCO for support to gain the information they require.


13. The name and contact details of the SEN Co-ordinator


The Assistant Headteacher/SENCO in post at Sunny Bank Primary School is

Miss Baird


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