Grindon Infant School

SEN Policy



This policy is designed to promote the successful inclusion of pupils with special educational needs and disabilities at Grindon Infant School.

At Grindon Infant School we are committed to offering and providing an inclusive environment and curriculum that will ensure the best possible progress for all pupils whatever their needs or abilities.  As a school we believe a focus on outcomes is key to ensuring all pupils succeed and provision is tailored to meet the varied needs of all pupils.

The quality of teaching for pupils with SEND, and the progress made by pupils, is a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff. School leaders and teaching staff, including the SENDCO, are all involved in identifying any patterns in the identification of SEND, both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching.

Definition of Special Educational Needs (SEND).

The SEND Code of Practice provides the following definition:    

A child or young person has Special Educational Needs 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 or a young person has a learning difficulty or disability 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 educational facilities of a kind generally provided for others of the same age in mainstream schools

Policy Aims:

To provide a clear identification path for pupils with special educational needs and disabilities

To develop a clear, graduated approach to supporting pupils with additional educational needs

To ensure that the needs of all pupils are met through a focus on outcomes

To ensure all pupils are included in every aspect of school life

To include parents in the planning and assessment for pupils with SEND and/or disabilities through effective communication

To promote effective partnership working both within school and with external agencies.

This policy has been developed in line with the new SEND and Disability Code of Practice 2014. 

SEND Information Report

The school sets out its SEND information in the SEND Information Report developed by the staff and parents of the school. This report is accessible on the school’s website and in leaflet form and is intended to provide parents with the information that they require to make informed decisions about their child’s education.  The 4 key aims of our local offer is for it to be collaborative, accessible, comprehensive and transparent.

Identification and Assessment

The school is committed to early identification of special educational need and adopts a graduated response to meeting pupil’s special educational needs in line with the 2014 Code of Practice.  School recognises that early identification is key to improving long term outcomes for pupils.  A range of evidence is collected through the usual assessment and monitoring procedures adopted for all pupils and action is taken if this suggests that the learner is making less than expected progress despite high quality targeted teaching within the classroom.  If this is the case the pupil will be discussed with the SENDCo in order to decide if additional/different provision is required and if so what form this provision needs to take.  Support will be put into place immediately to secure better progress for the pupil.  The pupil will also be registered on the school’s SEND register if the school decides that the pupil requires different/additional support in order to make good progress and achieve the desired outcomes.  PIVAT assessments may be used to track pupil progress and to provide class teachers with support in identifying areas of strength and areas for development.  Where this is not appropriate the Early Years Foundation Stage Profile and the National Curriculum will be used to assess pupils.

The school recognises that slow progress and low attainment do not necessarily mean that a child has SEND and should not automatically lead to a pupil being recorded as having SEND. However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it is not assumed that attainment in line with chronological age means that there is no learning difficulty or disability. Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties.

Categories of SEND

The SEND and Disabilities Code of Practice 2014 identifies 4 categories of SEND.  Pupils identified within school as having SEND will be registered under one of the following categories:

Communication and interaction

Cognition and learning

Social, emotional and mental health difficulties

Sensory and/or physical


The range of support made in school each year is developed in response to the identified needs of the pupils within each cohort and is identified on provision maps.  Grindon Infant School has established and will maintain a culture of high expectations that expects those working with children and young people with SEND or disabilities to include them in all the opportunities available to other children and young people so they can achieve well.

Planning, teaching and the curriculum

Planning in Grindon Infant School focuses on delivering high quality teaching that is differentiated and personalised and will meet the individual needs of the majority of children and young people.  Some children and young people need educational provision that is additional to or different from this.  Special educational provision is underpinned by high quality teaching and is compromised by anything less.  

All pupils have access to a broad and balanced curriculum.  The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty are be identified and addressed at the outset. Lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEND and disabilities will be able to study the full national curriculum.

Personal Learning Plans (PLPs)

Provision made that is different from or in addition to everyday classroom provision is recorded on pupil’s Personal Learning Plan (PLP).  These are developed to support pupil progress in areas where the pupil requires additional support.  They are written by the class teacher in conjunction with any other teachers, support staff and any other professionals that the child works with.  PLPs are shared with parents once they have been developed and again once they have been reviewed by all professionals involved where this is appropriate.

PLPs will include:

Pupil category of need and main concerns

School and external agency intervention

Targets, criteria for success, strategies and outcomes

PLPs will be updated regularly to reflect pupil in a ‘pen portrait’ style and will reviewed termly with all outcomes recorded.  Where a target has been met significantly before a review is due another target will be added if this is felt to be appropriate by the class teacher or SENDCo.

Graduated approach

Where a pupil is identified as having SEND, school takes action to remove barriers to learning and put effective special educational provision in place. This SEND support should takes the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. For this the cycle of assess, plan, do and review is adopted.

Pupils identified as having SEND will be supported at an appropriate level. This may be internally, with school supporting and meeting pupils needs, or if required school will request additional support and further advice from external agencies to ensure pupil progress and that pupils’ needs are met.  Professionals from external agencies will be invited to contribute to monitoring and reviews of progress in cases where they are involved in supporting and planning provision for pupils.  Parents will be kept fully informed about the involvement of any external agencies and any proposed support/intervention.


If pupils have a high level of need and are not making adequate progress through support provided from school and external agency intervention school may apply for an Education, Health and Care Plan.  In these cases statutory assessment can be applied for, with the local authority deciding on the most suitable provision to meet pupil needs.  If the outcome is that an EHC plan will be provided then the local authority will set out the provision needed, following multi agency meetings, and this will be reviewed yearly.  Some pupils (those who have previously had a successful statutory assessment) may be supported in the same way through a Statement of Special Educational Needs and this will change to an EHC plan at point of transfer.


SEND pupils are supported through all aspects of transition with individual need being the driver for planning, preparation and provision.  Transitions can be difficult for a child with SEND and steps are taken to ensure that any transition is as smooth as possible.  When moving classes in school, information about pupils will be passed on to the new class teacher in advance and a planning meeting will take place between the new teacher and current class teacher. PLPs will be shared with the new teacher and children will spend time in their new classrooms with their new teachers/assistants to familiarise themselves before they move classes. Additional provision will be provided where this has been identified as necessary.


If a pupil moves to another school their needs will be discussed with the SENDCo from the new school and the SENDCo will ensure that all documents are passed on as quickly as possible.  When pupils transfer to junior school the Inclusion Manager will discuss the specific needs of pupils with the SENDCo of their junior school and transition visits will be arranged between the two schools.


For the admission of children with special educational needs, school adheres to the Local Authority Admissions Policy 2014/2015 which can be found at: (enter keyword: "choosing a school - school admissions". Click search).

Medical conditions

‘The Children and Families Act 2014 places a duty on maintained schools and academies to make arrangements to support pupils with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of such pupils. Where children and young people also have special educational needs, their provision should be planned and delivered in a co-coordinated way with the healthcare plan. Schools are required to have regard to statutory guidance supporting pupils at school with medical conditions (DfE, 2014).‘

Extract taken from SEND Code of practice 2014

Grindon Infant School adheres to the above and ensures pupils with medical needs have their needs met through appropriate arranges, which often take the form of individual health care plans.  Where these are required they will be developed in liaison with the School Nurse and parents. 

Record Keeping

The school keeps a central register of all pupils who have been identified as having SEND. The register records details of child’s name, date of birth, nature of concern, date of registration and/or withdrawal from register.  The SENDCo and Head Teacher keep copies of the school register.  Each child identified as having SEND has their own individual file.  This contains information re any observations, PLPs, medical reports, minutes of review meetings, assessment information and reports form any external agencies.  These files are kept in a secure unit which can be accessed by the SENDCo, Head Teacher, Deputy Head Teacher and class teacher where appropriate.

In addition, each class teacher will keep a confidential file in the top drawer of a locked filing cabinet containing the medical register and any relevant SEND information for that class.  Information received form external agencies containing suggested strategies will be photocopied and kept in this file for the class teacher to access regularly in order to support planning.

Appendix: Templates

SEND registration form

Pupil observation recording sheet

Personal Learning Plan (PLP)

KS1 PIVAT Assessment Tracker