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Okehampton Primary School

SEND Information Report 2019-2020


Definitions of special educational needs (SEN) taken from section 20 of The Children and Families Act 2014

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 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 of the same age; or

b) have a disability which 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 special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Aims of our provision regarding pupils with special educational needs and / or disability.

The aims of our policy and practice in relation to special educational needs and disability in this school are :

  • To increase access to the curriculum, the environment and communication by making reasonable adjustments
  • To ensure that children and young people with SEN are encouraged to join in with their peers and engage in school activities
  • To reduce barriers to progress by embedding the principle of the National Curriculum Inclusion statement
  • To provide provision for pupils that is “additional to and different from” that provided to the differentiated curriculum in order to meet their need under one or more of the 4 areas of need
    1. Communication and interaction
    2.  Cognition and learning
    3. Social, mental and emotional
    4. Sensory /physical
  • To work in partnership with parents and carers and request, evidence and monitor their knowledge and understanding of the child or young person’s needs
  • To ensure that targeted professional development ensures staff expertise meets the needs of the child or young person.
  • To meet the medical needs of pupils by working in consultation with health and social care to support pupils in achieving full inclusion in all school activities.
  • To ensure there is a multi-professional approach to meeting the needs of vulnerable pupils by working in cooperation with the Local Authority and other professionals.

The kinds of SEND that are provided for at our school.

Under the SEND Code of Practice 2015 pupils identified s having a special educational need (SEN) will be considered as falling under four broad areas of need :

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


Communication and interaction needs

The needs of children with communication and interaction difficulties can change over time and profile of each child is different.  They may have difficulty with one, some or all different aspects of speech, language or social communication at different times in their lives.

  • Speech, language and communication needs (SLCN)
  • Autism (including Asperger Syndrome)


Cognition and Learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation.

  • Specific learning difficulties (SpLD): Dyslexia (reading and spelling), Dyscalculia (maths), Dyspraxia (coordination) and Dysgraphia (writing)
  • Moderate learning difficulties (MLD)
  • Severe learning difficulties (SLD)
  • Profound and multiple learning difficulties (PMLD)


Social, Emotional and Mental Health Difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways.  These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.  These behaviours may reflect underlying mental health difficulties or reflect the way a child is coping with current loss or trauma.  Other children or young people may have disorders such as

  • Attention Deficit Disorder (ADD)
  • Attention Deficit and Hyperactivity Disorder (ADHD)
  • Attachment Disorder


Sensory and / or Physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided.  These difficulties can be age related and can fluctuate over time.

  • Visual impairment (VI)
  • Hearing impairment (HI – including deaf and hearing impairment)
  • Multi –sensory impairment (MSI and sometimes referred to as Deafblind) 
  • Physical Disability (PD)

School policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENDCO

Identifying children with SEND and assessing their needs


At Okehampton Primary School children are identified as having SEND through a variety of methods including :

  • Concerns raised by parents, pupils and / or school staff
  • Assessment information – is the child or young person performing below age related expectations?
  • School based assessment carried out by the class teacher
  •  Additional assessments by the SENDCO where concerns have been raised
  • Liaison with external agencies such as Speech and Language or Educational Psychology
  • Advice and information from a previous setting
  • Health Diagnosis


Who should you contact to talk about your child’s SEND?


  1. The Class Teacher

Responsible for

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need.  This could be targeted support or additional input.
  • Setting individual targets using a learning plan and sharing and reviewing these with parents termly.
  • Providing personalised teaching for your child as identified on the school provision map and in relation to their individual targets.
  • Ensuring the school SEND policy is adhered in their classroom and for all children they teach with any SEND
  • Being accountable for any support delivered by Teaching Assistants for your child
  • Ensuring that parents and carers are involved in supporting the child’s learning.
  • Providing ideas to be used at home to help your child achieve their personalised targets.


  1. The Special Needs / Disability Coordinator (SENDCO)

Mrs Beverley Pickett-Jones

01837 52866


Responsible for

  • Coordinating the day to day operation of the schools SEND policy
  • Coordinating the schools provision for SEND children including advising on the deployment of staff and resources.
  • Providing specialist support and advice for staff in school
  •  Being the key point of contact for external agencies, especially the local authority and its support services liaising with parents of children with SEN
  • Updating the schools SEND register and making sure that records of children’s progress and needs are kept.

Arrangements for consulting parents of children with SEND and involving them in their child’s education.

If a child is identified as not making progress the class teacher will initially share their concerns with the parents or carers.  If the concern continues they will set up a meeting with the SENDCO to:

  • Listen to any concerns they may have.
  • Plan any additional support your child may need.
  • Discuss with parents / carers any referrals to outside professionals to support their child.

The school will aim to ensure that parents / carers are:

  • involved in supporting their child’s learning
  • kept informed about the support their child is getting
  • involved in reviewing how they are doing

All parents have a formal opportunity to liaise with their child’s class teacher twice a year during our

Parent/Teacher Consultation days. In addition, all parents receive a written report identifying how their child is progressing in all areas of the curriculum.   If a child is identified as not making progress, the school will set up a meeting to discuss this with parents in more detail and to:

  • Listen to any concerns they may have.
  • Plan any additional support the child may need.
  • Discuss with parents / carers any referrals to outside professionals to support the child.

Class teachers and the SENDCO are regularly available after school to discuss concerns parents may have.  On occasion, the class teacher and SENDCO can be busy and it may be necessary to book an appointment.  Information from outside agencies is shared through a written report or, on occasion, a meeting.  In some cases a home-school link book will be used to support regular communication between home and school. 

Arrangements for consulting children and young people with SEND and involving them in their education.

The school has a variety of ways of collecting the pupil’s views on their education.  With some children this will be a direct discussion with a trusted adult that is recorded by the adult.  A one page profile about the child may be compiled by the child with adult support or independently.  On occasion children may be invited to attend all or part of a meeting concerning them and their education. 

Arrangements for assessing and reviewing children and young people’s progress towards outcomes, including opportunities available to work with parents or carers and young people as part of the assessment and review.

All pupils will be provided with high quality teaching that is differentiated to meet the needs of all learners.  The quality of classroom teaching provided to pupils with SEND is monitored through several processes that include:

  • classroom observation / learning walks by the senior leadership team, the SENDCO, external verifiers,
  • ongoing assessment of progress made by pupils with SEND,
  • work sampling and scrutiny of planning to ensure effective matching of work to pupil need,
  • teacher meetings with the SENDCO to provide advice and guidance on meeting the needs of pupils with SEND, 
  • pupil and parent feedback on the quality and effectiveness of interventions provided, 
  • attendance and behaviour records. 


Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum. 


All pupils have individual national curriculum targets set in line with national outcomes to ensure ambition. Parents are informed of these via the reporting system and at events such as Parents’ Evenings.


Pupils’ attainment is tracked using the whole school tracking system and those failing to make expected levels of progress are identified swiftly.  These pupils are then discussed in termly progress meetings that are undertaken between the class teacher and a member of the Senior Leadership team and if appropriate, the pupil themselves.   Additional action to increase the rate of progress will be identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.   Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEN support and their partnership sought to improve attainments. 


Action relating to SEN support will follow an assess, plan, do and review model:

 1. Assess: Data on the pupil held by the school will be collated by the class/SENDCO to make an accurate assessment of the pupil’s needs.  Parents will always be invited to this early discussion to support the identification of action to improve outcomes.

 2. Plan:  If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class teacher with advice from the SENDCO. 

3. Do: SEN support will be recorded on a plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets that consider parents’ aspirations for their child.  Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes.  This will be recorded, and a date made for reviewing attainment. 

4. Review:  Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil.


If progress rates are judged to be inadequate despite the delivery of high quality interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a pupil.  This will only be undertaken after parent permission has been obtained and may include referral to: 

1. Local Authority Support Services 

2. Specialists in other schools e.g. teaching schools, special schools. 

3. Social Services 

4. Health partners such as School Nurse and Child & Adolescent Mental Health Service 


N.B. For a very small percentage of pupils, whose needs are significant and complex, and the SEN support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to assess education, health and care needs.  This may result in an Education, Health and Care (EHC) plan being provided. 

Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood.

We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is as smooth as possible.


If a child is joining us from another school:
•    If the child has a Statement of SEN or an EHC Plan the SENDCO will visit the previous setting and

      attend the annual review.
•    The child will be able to visit our school and stay for sessions as appropriate.
•    Parents / Carers will be invited to attend a visit/tour to meet the Teacher, Headteacher and

      SENDCO (if appropriate)
•    Parents /Carers may be given an opportunity for additional visits where appropriate to help to

       prepare their child for the move to the school.
•    All records are sent to us from the previous school.


When moving classes in school:
•    Information will be passed on to the new class teacher in advance and in most cases a planning

      meeting will take place with the new teacher. My Plans and other SEND records will be shared

      with the new teacher.
•    Every child will have a ‘meet the new teacher’ session to meet their new teacher and class.
•    The child may participate in a transition group or be able to visit the new class more frequently

       where appropriate, to prepare them for the move.

  • If required photographs and social stories will be prepared for the child to take home over the summer break so that they can look at pictures of their new class and teacher.


In Year 6:
•    The SENDCO and class teacher will discuss the specific needs of the child with the SENDCO of the

      child’s secondary school. Where appropriate, a transition review meeting to which parents /

      carers will be invited will take place with the SENDCO from the new school.
•    Where possible, the child will visit their new school on several occasions, and in some cases staff

       from the new school will visit the child in this school.
•    In some cases a Pupil Profile is created with the pupil to help them inform their new setting

      about their likes and dislikes.
•    Current records relating to the child’s SEND provision will be passed on to the Secondary School.
•    If the child has a Statement of SEND or an EHC plan then a representative from the secondary

      school can be invited to attend the annual review meeting in Year 5 and Year 6.

Okehampton Primary School’s approach to teaching children with SEND.

  1. Quality first teaching. 

The class teacher is responsible for excellent targeted classroom input , this would mean:

  • That the teacher has the highest possible expectations for all pupils in their class
  • That all teaching builds from what the child already knows, can do and can understand
  • That each child is fully involved in the learning taking place
  • That teaching is adapted to best support the child
  • That specific strategies are in place to support the child to learn well
  •  The teacher will have carefully checked on a child’s progress and will have decided that the child had gaps in their understanding and / or learning and needs some extra support to help them make the best possible progress, either during the lesson or in addition to it.
  1. Targeted intervention work (either 1:1 or in a group)

Interventions which :

  • Are always planned and reviewed by the class teacher
  • May be delivered by the class teacher, a higher level teaching assistant or a teaching assistant
  • May take place within the classroom or outside the classroom
  • Have targeted desirable outcomes from the children’s individual targets.
  1. Personalised learning targets

Teachers will work closely with the child, parents and SENDCO to decide what interventions and support are needed.  Small, measurable, achievable, relevant and time – dependent (SMART) targets will be identified and recorded with a review date.  The target plan will clearly identify the needs of the child, the desired outcomes, the support and resources provided including any teaching strategies or approaches that are required and when the plan will be reviewed.  The plan will be shared with all professionals working with the child.   Where appropriate any support from other agencies will be detailed on the plan.

  1. Statutory assessment of needs
  • This type of support is available for children whose learning needs are severe, complex and lifelong.
  •  This is usually provided via an Education, Health and Care Plan (EHCP). This means the child will have been identified by professionals as needing a particularly high level of individual or small-group teaching and/or specialised training or equipment.
  • This type of support is available for children with specific barriers to learning that cannot be overcome through ‘Quality First Teaching’ and intervention groups.
  • The child will also need specialist support in school from a professional outside the school.
  • The school (or parents / carers) can request that Local Authority Services carry out a statutory assessment of the child’s needs. This is a legal process which sets out the amount of support that will be provided for the child.   
  • After the request has been made to the ‘Panel of Professionals’ (with a lot of information about the child, including a DAF1 and the My Plan), they will decide whether they think the child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask parents / carers and all professionals involved with the child to write a report outlining the child’s needs. If they do not think the child needs this, they will ask the school to continue with the current support.   
  • After the reports have all been sent in, the Panel of Professionals will decide if the child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and set up a meeting in school to ensure a plan is in place to ensure the child makes as much progress as possible.  
  •   The EHC Plan will outline the number of hours of individual/small group support the child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for the child.

How Okehampton Primary School monitors a child’s progress.

A child’s progress will be continually monitored by his/her class teacher.
•    His/her progress will be reviewed formally with members of the senior leadership team every

     term in reading, writing and maths, through pupil progress meetings.
•    If your child is in KS1 or KS2 working below National Curriculum Level 1, a more sensitive

      assessment tool can be used called P Scales, which shows children’s attainment in more detail –

      breaking learning down into smaller steps.
•    At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be

     formally assessed using Standard Assessment Tests (SATS). This is something the government

     requires all schools to do and the results are published nationally.
•    Where necessary, children will have a My Plan (DAF 2a) based on targets agreed by teachers,

      parents, and where appropriate the SENDCO and/ or external agencies which are specific to their

      needs. Targets will be designed to accelerate learning and close the gap. Progress against these

      targets will be reviewed regularly, evidence for judgements assessed and a future plan made.
•    The SENDCO will also check that the child is making good progress within any individual work

      and in any group that they take part in using Provision Maps.
•    Regular book scrutinies and lesson observations will be carried out by members of the senior

      leadership team to ensure that the needs of all children are met and that the quality of teaching

      and learning remains high.
•    For all children with a Statement of Special Educational Needs or an Education, Health and Care

     plan, an annual review will take place with all adults and relevant professionals involved with the

     child to review the needs and current level of support they are receiving.

Deciding on the type and how much support a child will receive.

The school budget includes money for supporting children with SEND and the headteacher decides on the deployment of resources for SEND in consultation with the local governing body, based on needs in the school.  The school identifies the needs of SEND pupils on a SEND register in conjunction with a resource based provision map.  This identifies all of the support given in school and is reviewed at least termly so that the needs of children are met, and resources are deployed as effectively as possible.

How adaptations are made to the curriculum and the learning environment of children and young people with SEN

  • Class teachers plan lessons and differentiate their planning according to the needs of the children in their class.
  • For children working below national curriculum age related expectations teachers will use the PScales planning documents
  • Support staff, working under the direction of the class teacher, will us e the teachers planning to support the needs of the child.
  • Specific resources and strategies  will be used to support the child individually and in groups
  • Planning (including that for PScales and for specific intervention programmes) and teaching will be adapted, daily if needed, to meet a child’s individual learning needs.

The expertise and training of staff to support children and young people with SEND, including how specialist expertise will be secured.

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEN issues, such as Specific Learning Difficulties, Autism Spectrum Disorder (ASD) and speech and language

•    Individual teachers and support staff attend training courses run by outside agencies that are

      relevant to the needs of specific children in their class or interventions they are running
•    The School SENDCO is completing the National Award for SEN Co-ordination and is a member of

      the School’s leadership team.
•    Support Staff receive a range of training as part of their ongoing CPD and to respond to the needs

      of the individual children they are working with.

Monitoring the effectiveness of the provision made for children and young people with SEN

School leaders will undertake a range of monitoring and evaluation activities to ensure the effectiveness of the school’s SEN provision. These will include observations of SEND pupils learning; looking at evidence in books; discussions with staff, pupils & parents: regularly reviewing tracking and progress information; reviewing the impact of the school’s SENDCO; evaluating the effectiveness of the deployment of staff and resources; and the implementation of the school’s SEN policy and practices. Monitoring and evaluation will be used inform future developments to our SEND provision.

How children and young people with SEND are enabled to engage in activities available with children and young people in the school who do not have SEND.

All activities in the classroom and all trips outside of school will be planned so that all children within the class can be included.  In some cases, additional adults and / or resources will be used to enable this.

Support for improving emotional and social development, including extra pastoral support arrangements for listening to the views of children and young people with Sen and measures to prevent bullying.

We recognise that some children have additional emotional and social needs that need to be developed and nurtured.  These needs can manifest themselves in several ways, including behavioural difficulties, anxiety, struggling to communicate and withdrawing from the social aspect of education.

  • All children receive a Personal, Social and Health Education (PSHE) curriculum to help them develop an understanding of the impact daily life can have on their well being and how to improve their wellbeing outcomes.
  • ‘Chill zone’ is available during lunchtime for children who either do not want to be on the playground or who do not cope with the playground. 
  • ‘Thrive’ trained staff offer 1:1 and small group support to children.
  • Activities are available in the library during lunchtime.
  • A range of extra curricula clubs are available to which all children are invited to join.

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families

Specialist Support offered by Outside Agencies
This means a pupil has been identified by the SENDCO and Class Teacher as needing some extra specialist support in school from a professional outside the school. This may be from outside agencies such as:
•    Communication & Interaction Team,
•    Behaviour Support Team
•    SEN Support Team
•    Education Psychology Service
•    Speech and Language Therapy Service
•    Integrated Children Services
•    Occupational Therapy Service
•    Children and Adolescence Mental Health Service
•    School Nurse
•    Parent Support Advisor

Parents will be asked to give their permission for the school to refer their child to a specialist

•    The specialist professional will work with the child to understand their needs and make

      recommendations as to the ways your child is given support.

Arrangements for supporting children and young people who are looked after by the local authority and have SEND

Children who are looked after by the local authority and have SEND are entitled to all of the same services, support and resources as children who are not looked after.  In addition they have a named person in school who is responsible for the coordination of support for looked after children. 


At Okehampton Primary School this person is Mrs Sharon Ball.

The contact details of support services for parents of pupils with SEND

The Parent Support Worker at Okehampton Primary School is Ms Greta Button who can be contacted via email on or by telephoning the main school office on 0183752866


PINPOINT is a searchable database of activities, services and support groups in Devon. You can search by keyword or by area.


The Devon Information and Support Services (DIAS) team can be contacted on 01392 383080 email website

Arrangements for handling complaints from parents of children with SEN about the provision made at the school.

 Pupils, staff and parents are expected to listen carefully and respectfully to each other. Where an issue arises, parents should, in the first instance, make an appointment to speak with their child’s class teacher and seek to resolve any concerns. If a parent believes that their concern has not been resolved to their satisfaction or is of a more serious or sensitive nature, an appointment should be made to see the SENDCO, who will investigate and report back on the results of the investigation. Where an issue is not satisfactorily resolved, parents should then take up the matter with the headteacher and Chair of the Local Governing Body. A copy of the school’s Complaints Procedure is available on request from the school.