Supporting Every Pupil to Thrive

SEN Provision at Great Sampford Primary School

1. Creating a Positive and Supportive Environment

• Inclusive schools remove barriers to learning and promote high standards for all pupils.
• Promote positive relationships, active engagement, and wellbeing.
• Ensure all pupils access the best possible teaching.
• Adopt a positive and proactive approach to behaviour.

2. Building an Ongoing, Holistic Understanding of Pupils’ Needs

• Use the graduated approach: assess, plan, do, review.
• Regular, purposeful assessment involving pupils, parents, carers, and specialists.
• Empower teachers to make informed decisions about next teaching steps.

3. Ensuring Access to High-Quality Teaching

• Good teaching for pupils with SEND is good teaching for all.
• Avoid reliance on ‘magic bullet’ strategies; focus on proven teaching methods.

4. Complementing Teaching with Targeted Interventions

• Use small-group and one-to-one interventions carefully selected to meet needs.

5. Working Effectively with Teaching Assistants

• Teaching assistants support teachers in delivering quality teaching and interventions.

6. Involving Parents and Pupils in Planning and Reviewing Progress

• Provide regular reports to parents, more than just annual reports.
• Meet parents at least three times a year to discuss progress and set outcomes.
• Discussions led by knowledgeable teachers, supported by SENCO.
• Include pupil views in these discussions.
• Keep records of agreed actions shared with parents and staff.

7. Funding for SEN Support

• Schools receive resources via local funding formula and have a notional SEN budget.
• Schools decide how best to use resources to support pupils with SEN.
• Additional top-up funding is provided by local authorities when needed.

8. Understanding Pupils’ Needs and Adapting Teaching

• Recognise four areas of need: communication and interaction; cognition and learning; social, emotional and mental health; physical and sensory needs.
• Adapt teaching responsively to support different learning rates and needs.
• Avoid artificial grouping or lowering expectations.
• Monitor impact of grouping on engagement and motivation.

9. Equality and Inclusion

• Regularly review and evaluate the support offered.
• Collaborate with local authorities and education providers.
• Promote disability equality and meet statutory duties.

10. Contact us

• If you are worried about your child then please speak to their class teacher in the first instance. 
• If you are interested in joining our school and would like more information then please contact the office to arrange a meeting with our SENCO - Miss Reis.

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Sources:

• EEF - Special Educational Needs in Mainstream Schools
• SEND Code of Practice – 0 to 25 years
• National Professional Qualification (NPQ): Senior Leadership Framework (NPQSL) – October 2020
• Arranging Education for Children Who Cannot Attend School Because of Health Needs – December 2023