At Pelton Community Primary School, we have experience in supporting pupils with a wide range of Special Educational Needs and Disabilities. Our provision reflects the four broad areas of need identified in the SEND Code of Practice. Please note that this list is not exhaustive, and we recognise that every child’s needs are unique; support is tailored to individual needs as they arise.

Communication and Interaction

• Speech, Language and Communication Needs (SLCN)
• Autism (also referred to as ASD or ASC)

Cognition and Learning

• Moderate Learning Difficulties (MLD)
• Specific Learning Difficulties (SpLD), including dyslexia

Social, Emotional and Mental Health

• Social and Emotional Needs
• Mental Health Needs

Sensory and/or Physical Needs

• Gross and fine motor needs
• Sensory processing needs
• Hearing impairment
• Visual impairment
• Physical disability
• Attention Deficit Hyperactivity Disorder (ADHD)

The school provides information about the levels and types of need to the Local Authority through the annual school census.

Our Approach to Teaching and Supporting Pupils with SEND

At Pelton Community Primary School, we are committed to high-quality teaching for all pupils. Our approach to supporting pupils with SEND is rooted in adaptive teaching, ensuring that lessons are planned and delivered to meet a wide range of needs without lowering expectations. Our curriculum includes the National Curriculum as well as a broad range of

enrichment activities, social development opportunities, and life skills, helping every child grow academically, personally, and socially. Teachers use ongoing assessment to identify barriers to learning and adapt their teaching so that all pupils can access the curriculum and make strong progress from their starting points.

Our SEND philosophy places pupils with SEND at the heart of personalised learning. Lessons and resources are tailored to each child’s needs, with curriculum modifications made where necessary to ensure all pupils can access learning and thrive. For some pupils with more complex needs, we also provide bespoke SEN units within our mainstream school. These units offer a highly supportive environment while maintaining strong links with mainstream classes, ensuring inclusion remains central to each pupil’s learning experience.

Teachers, support staff, and the SENDCo work closely together to monitor progress, review provision regularly, promote independence, and support pupils’ wellbeing, preparing them effectively for the next stage of their education.

To meet the diverse needs of our pupils, we are committed to providing:

• Differentiated and adaptive teaching materials
• Up-to-date staff training on SEND developments
• Access to technology and additional support in and out of class
• Enrichment opportunities to motivate and engage learning
• Flexible groupings, nurture groups, and restorative approaches to behaviour
• Mentoring, counselling, Emotional Literacy Support (ELSA), and inclusive extra-curricular activities
• Assessment and support tailored to pupils’ strengths, including access arrangements for national testing

At Pelton Community Primary School, we aim to ensure that every pupil, regardless of need, has the opportunity to succeed, build confidence, and fully participate in all aspects of school life.

Adapting the Curriculum and Learning Environment for Pupils with SEND

At Pelton Community Primary School, we recognise that every pupil learns differently, and we adapt our curriculum and learning environment to meet individual needs. Most pupils follow the National Curriculum at a level and pace appropriate to them, with lessons tailored through differentiation, resources, and adaptive teaching approaches to ensure every child can access learning and make progress.

In the Early Years Foundation Stage, we use the Development Journal (aligned with Development Matters) to track progress and identify children’s individual learning needs. This ensures early support is in place and learning is personalised from the very start of their school journey.

For pupils with more complex needs who are not yet accessing the National Curriculum, we use the Engagement Model to assess progress in key areas such as communication, physical skills, cognitive understanding, and social/emotional development.

For some pupils with more complex needs, we also provide bespoke SEN units within our mainstream school. These units offer additional support while maintaining strong links with mainstream classes, ensuring inclusion remains central to each pupil’s learning experience. Classrooms are organised to support participation for all pupils, with visual supports, assistive technology, flexible groupings, and practical resources as needed.

Our staff work closely with pupils, parents, and external professionals to identify needs early and put effective support in place. This includes:

• Small group or individual support sessions
• Personalised targets through Individual Student Support Plans (SSP’s)
• One Page Profiles
• Mentoring, counselling, and nurture groups
• Specialist input from educational psychologists, speech and language therapists, occupational therapists and other professionals
• Regular monitoring and review of progress, including access arrangements for assessments and testing

The SENDCo coordinates provision across the school, ensuring staff are trained, advice is followed, and parents are fully involved in supporting their child’s learning. For pupils with very complex or severe needs, we may request an Education, Health and Care (EHC) assessment, Top up Funding (TUF) or Early Years Funding (EY1/A1) working closely with parents and relevant professionals to ensure the child receives the right support.

Our aim is to create a fully inclusive, supportive environment where all pupils can succeed, build confidence, and fully participate in school life. More details on accessibility and how we adapt our curriculum and environment can be found in the Accessibility Plan in our School Policies section.

Identifying, Assessing, and Reviewing Pupils with SEND

Most pupils in mainstream classes have their special educational needs met through high-quality, inclusive teaching, often called Quality First Teaching. This means lessons are carefully planned and delivered to meet the needs of all pupils, with differentiated activities, resources, and teaching approaches to ensure everyone can access learning and make progress.

At Pelton Community Primary School, we believe that early identification and timely support are key to helping pupils with SEND succeed. Teachers and support staff use ongoing observation, assessment, and professional judgement to recognise when a pupil may need additional support.

Parents and carers play a vital role in this process, and we encourage them to share any concerns about their child’s learning or development. When a potential need is identified, the SENDCo works with teachers, parents, and, where appropriate, external professionals to gather information, plan support, and put in place the appropriate documentation. This may include an early identification record (Short Note), an Individual SEN Support Plan (SSP) or Provision Map, and a one-page profile tailored to the pupil’s needs.

Staff meet with parents and carers each term to collaboratively review SEN Support Plans and Individual Learning Plans (ILPs), discuss progress, and update targets to ensure support remains effective. For pupils with an EHC Plan, a formal annual review meeting is held, involving the pupil, parents or carers, school staff, and any relevant professionals to review progress and update the plan as needed.

Progress is monitored carefully through regular review meetings, and support is adjusted as necessary to ensure pupils continue to make progress academically, socially, and emotionally. For pupils with more complex needs, or when additional support is required, we may seek advice from specialists such as educational psychologists, speech and language therapists, or health professionals.

Where appropriate, and in agreement with parents, we may request an Education, Health and Care (EHC) assessment or Top-Up Funding from the Local Authority. Top-Up Funding provides additional support for pupils with significant or complex needs and is similar to an EHC assessment for school-aged pupils, or early years funding for younger children. This ensures that each pupil receives the level of support they need to access learning and fully participate in school life.

All pupils with SEND are regularly reviewed to ensure that their support remains effective and that they continue to achieve their full potential.

Early Identification of Need

At Pelton Community Primary School, we aim to identify any additional needs as early as possible so that appropriate support can be put in place. In deciding whether a pupil requires special educational provision to support their educational, social, physical, or emotional development, we:

• Work in partnership with parents, carers, and the pupil to understand strengths, concerns, and individual needs.
• Consult with relevant external professionals and agencies when additional expertise is required.
• Use assessment tools, materials, and observations to gather clear evidence about learning and development.
• Complete short notes and early identification records to track emerging needs.
• Use structured tools such as the Boxall Profile to assess pupils’ social, emotional, and behavioural development.
• Use targeted Early Years screening tools such as ELIM (Early Language Intervention Model) and WellComm (speech and language screening) to assess children’s communication and language development and identify any additional support they may need.
• Consider any other relevant information that may help identify barriers to learning or participation.

This approach ensures that emerging needs are recognised promptly, allowing support to be tailored to each child from the very start of their school journey.

SEND Support

 Most pupils in mainstream classes have their special educational needs met through high-quality, inclusive teaching, often called Quality First Teaching. This means lessons are carefully planned and delivered to meet the needs of all pupils, with differentiated activities, resources, and teaching approaches to ensure everyone can access learning and make progress.

At Pelton Community Primary School, we follow a graduated approach to SEN support, based on the Assess, Plan, Do, Review cycle:

1. Assess – identify a pupil’s special educational needs through observation, assessment, and consultation with parents, pupils, and professionals.

2. Plan – agree on provision and outcomes to meet the pupil’s aspirations and individual needs.

3. Do – put the planned support in place.

4. Review – regularly evaluate progress and adjust support as needed.

As part of this approach, we produce a SEN Support Plan that describes the provision we will make to meet a pupil’s special educational needs and agreed outcomes. Parents and carers are fully involved throughout this process to ensure support is tailored and effective.

A small percentage of pupils with more complex or significant learning difficulties may require an Education, Health and Care (EHC) assessment, which can lead to an EHC Plan. An EHC Plan is a legal document that outlines a child or young person’s special educational, health, and social care needs and the support required to secure the best possible outcomes across all areas of life (SEND Code of Practice, p.142).

Special educational needs can take many forms. For example, a pupil may experience difficulties with reading, numeracy, communication, or behaviour, which can be supported through targeted classroom provision and partnership with parents and external agencies. Some pupils may have a disability that makes it harder to access the same educational facilities as other pupils. Others may face temporary but significant challenges, such as bereavement, parental illness, or major changes at home, which can affect learning and wellbeing and are supported through pastoral care and targeted interventions. For some pupils, needs may be long-term and require ongoing support.

For more information about the support available at our school, please see the Local Offer

Identification and Assessment of Pupils with SEND

At Pelton Community Primary School, the progress of all pupils is carefully monitored through a range of assessment procedures and internal tracking systems. Pupil assessments are carried out each half term, and children who need additional support or are underachieving are identified. Individualised interventions and support plans are then put in place to accelerate learning and development.

For our most complex pupils, we use B-Squared, which tracks progress in small, measurable steps across academic and social development, including pupils working below the National Curriculum using the Engagement Model. For other pupils with SEND, we use a combination of:

• Boxall Profiles to assess social and emotional development
• WellComm and ELIM to assess speech, language, and communication in the Early Years
• Development Journal to track learning and development in EYFS
• TALC (Targeted Assessment of Learning and Communication) to assess learning and communication within school

The progress of each pupil is closely monitored by the SENCo, class teacher, and senior leadership team (SLT) through pupil progress meetings. During these meetings, staff review academic, social, and emotional progress, evaluate the effectiveness of interventions, and plan next steps to ensure every child achieves their potential.

Information about progress is shared with parents and, where appropriate, the child. Teachers, pupils, and parents meet termly to review progress and set targets for the forthcoming term, ensuring support is personalised and effective.

For further information, please view or download our Teaching & Learning Policy and Accessibility Plan, which can be found in the School Policies section of our website.

Children No Longer Requiring SEND Support

Some children may no longer require additional support “beyond and different from” the usual classroom provision. When this happens, they may be removed from the SEND register, but their progress continues to be monitored closely as part of our ongoing tracking procedures. This ensures that any emerging needs are identified early and that all pupils continue to make strong progress.

Children previously on the SEND register remain on our records so that staff can review their progress and provide support if it becomes necessary.

How We Ensure All Pupils with SEND Can Fully Participate in School Life

 At Pelton Community Primary School, we are committed to ensuring that all pupils, including those with SEND, can participate in a wide range of learning and enrichment opportunities. Pupils are fully involved in lessons, trips, clubs, and school events, with adaptations as needed to ensure meaningful engagement.

For our most complex pupils, some activities may be modified or delivered in a different way to meet their individual needs. In these cases, children are engaged in activities that are stimulating, enjoyable, and suited to their abilities, often as part of bespoke SEN units within the mainstream school. These pupils have access to a rich offer of enhanced and personalised opportunities, including tailored trips and experiences, designed to promote learning, development, and wellbeing. All adaptations are made in partnership with parents and carers to ensure the best outcomes for each child.

Our staff carefully adapt teaching, learning materials, and the learning environment to support meaningful participation for all pupils. This may include additional adult support, assistive technology, differentiated resources, or small group interventions, and we also provide social, emotional, and pastoral support using tools such as Boxall Profiles, targeted interventions, and mentoring.

We work closely with a wide range of external agencies and partnerships to ensure the pastoral, medical, and social needs of pupils with SEND are met. Where children have additional medical needs, a care plan is created in collaboration with the school nurse, and staff receive any specialist training required to provide safe and effective support. All medication is stored securely and administered only by trained staff.

We are committed to treating every pupil and adult in our school with respect, dignity, and equality, and we work to ensure that the physical, social, and learning needs of all pupils are met as far as practically possible.

Through these approaches, we aim to ensure that every child experiences a sense of achievement, belonging, and enjoyment, while reaching their full potential academically, socially, and personally.

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

External Support, Enrichment, and Bespoke Interventions

At Pelton Community Primary School, we are committed to providing high-quality, personalised support to meet the needs of every pupil with SEND. We work closely with a wide range of external agencies and professional partners to ensure that the academic, social, and emotional needs of pupils are fully supported. These include:

• Local Authority Specialist Teams, including:

o Communication and Interaction Team

o Cognition and Learning Team

o Sensory Motor Movement Team

o Sensory Team, including Deaf and Hearing Support and Vision Impairment Services

o EWEL (Emotional Wellbeing and Effective Learning) Team

• Health Professionals, including Occupational Therapists, Speech and Language Therapists, Paediatricians, Health Visitors, and School Nursing
• Social Care, including Full Circle,
• SEND Caseworkers, and Specialist Schools for sharing good practice
• Early Years Practitioners and Health Visitors, supporting integrated reviews in school, with detailed reports written by nursery staff
• Other Local Authority Services, including Health & Safety Team, PRU (Pupil Referral Unit), WAVES, and other specialist support.

Where appropriate, the school determines and funds additional support to meet individual needs. This approach shows the school’s proactive approach and commitment to achieving the best outcomes for every child. This has included funding private counselling, Puppet Therapy, Future Steps Occupational Therapy, Forest Schools, and other bespoke interventions. We work closely with these providers to ensure that each child’s SEND provision is personalised, effective, and complements classroom learning.

Through this combination of internal provision, specialist services, local authority and private support, and enrichment opportunities, Pelton Community Primary School ensures that all pupils with SEND can access learning meaningfully, develop confidence and resilience, and achieve their full potential.

Monitoring and Reviewing SEND Support and Provision

 At Pelton Community Primary School, we regularly monitor and review all SEND support and provision to ensure that every pupil makes progress academically, socially, and emotionally. This process is ongoing and involves close collaboration between the SENCo, class teachers, support staff, senior leadership, pupils, and parents.

We use a range of methods to evaluate effectiveness, including:

• Tracking pupil progress through assessments, termly reviews, and individual targets
• Pupil progress meetings with the SENCo and senior leadership team to discuss outcomes and plan next steps
• Regular review of SEN Support Plans, Individual Learning Plans, and Provision Maps to ensure interventions are effective
• Observations of teaching and learning, including classroom adaptations and differentiated approaches
• Feedback from pupils and parents, ensuring that the child’s voice is central to planning
• Assessment tools such as B-Squared, Boxall Profiles, WellComm, TALC, and the Development Journal to measure progress across academic, social, and communication skills
• Monitoring the impact of additional interventions and support, adapting or replacing approaches as needed

This systematic approach ensures that we identify what is working well and where further support may be required, so that all pupils with SEND are given the best possible opportunities to achieve their potential.

Supporting Pupils’ Emotional and Social Wellbeing

At Pelton Community Primary School, we are an inclusive school that prioritises the emotional and social wellbeing of all pupils, including those with SEND. We recognise that high self-esteem and positive mental health are crucial for learning, and our staff work daily to support and promote these qualities in every child. Class teachers take primary responsibility for the pastoral and social care of their pupils and are the first point of contact for parents seeking guidance or additional support.

Our approaches include:

• Nurture groups and small group interventions to develop social skills and emotional resilience
• Mentoring and counselling support, including ELSA (Emotional Literacy Support Assistant) provision
• Restorative approaches to behaviour, encouraging pupils to reflect, take responsibility, and resolve conflicts positively
• Structured opportunities for pupils to develop independence, self-esteem, and confidence within the classroom and across school activities
• Support for pupils experiencing sudden emotional challenges, such as bereavement, parental illness, or other major life changes, personalised in partnership with parents and carers
• Structured approaches to emotional regulation, including Zones of Regulation, to help pupils manage emotions and behaviour effectively
• Collaborative work with parents, carers, and external agencies to ensure a consistent approach and the best possible outcomes for each child
• Nurture Hub recognition – Pelton Community Primary School has been chosen as a Nurture Hub, supporting other schools across the local authority with best practice in social and emotional development, and staff attend regular nurture and emotional support networking across the County to share expertise and stay up to date with developments.
• Intensive and ongoing staff training (CPD) ensures all staff are skilled in meeting the needs of pupils with SEND, particularly in emotional and social support

 We maintain close links with a wide range of external agencies and professional partners, including the Local Authority and private providers, such as Occupational Therapy, CAMHS (Child and Adolescent Mental Health Service), School Nursing, Social Services, EWEL (Emotional Wellbeing) team, Educational Psychology, and other medical professionals. Where appropriate, we hold multi-professional meetings in school, so that parents feel comfortable, the child can participate where suitable, and the support plan is carefully coordinated.

Through these approaches, we aim to create a nurturing and safe environment where all pupils can develop confidence, resilience, and positive relationships, enabling them to thrive socially, emotionally, and academically.

Supporting Children in Care with SEND

At Pelton Community Primary School, we are committed to providing high-quality, personalised support for Children in Care who have SEND. Mrs Henry, our SENDCo, and Mrs Russell, our Designated Teacher for Children in Care, work closely together to ensure that all staff understand the specific needs of these pupils and the implications for their learning, wellbeing, and development.

We work closely with parents and carers, involving them in decision-making wherever appropriate, and actively facilitate links with social workers, external agencies, and other professionals to ensure consistent, coordinated support for each child.

When a child becomes a Child in Care, their social worker ensures that the child’s needs and the services required to meet them are documented in the Care Plan. An integral part of this is the Personal Education Plan (PEP), which is completed before the child becomes looked after or, in the case of an emergency placement, within 10 working days. The PEP records the actions and support needed to help the child fulfil their potential, reflecting any existing education plans such as an EHCP, SEN Support Plan, or Provision Map.

We also recognise that children who were previously in care, or who are under a Special Guardianship Order (SGO) or Child Arrangement Order, may have additional needs or require extra support. Our approach ensures that these pupils receive personalised SEND provision and pastoral care tailored to their individual circumstances.

The PEP ensures a personalised approach to learning, securing strong basic skills, stretching aspirations, and building life chances. It is a joint responsibility of the local authority and the school, and Pelton Community Primary School works in close collaboration with carers, social workers, and external professionals to implement it effectively.

Our approach for Children in Care with SEND includes:

• Individualised support plans tailored to the child’s academic, social, and emotional needs
• Regular monitoring of progress through assessments, termly reviews, and pupil progress meetings
• Targeted interventions and pastoral support to build confidence, resilience, and positive relationships
• Collaboration with carers and external agencies to ensure consistent, joined-up support
• Curriculum and learning environment adaptations where required, so that all children can access learning meaningfully

Through this approach, Children in Care, previously in care, or under SGO/Child Arrangement Orders are supported to thrive academically, socially, and emotionally, with personalised provision that enables them to achieve their full potential.

Our Designated Teacher for Children In Care is Mrs Russell and can be contacted on 0191 3700260.