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SEN Policy Nov 2018

Local Offer – SEN


Netherton Moss is an inclusive school and we strive to support all children to enable them to achieve their full potential.


In order to do this many steps are taken to support them through their learning journey.

Quality teaching is vital; however for some children there are times when additional support may be needed to help maximise their progress.


Definition of SEN


‘A child or young person has SEN if they have a learning difficulty which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficult 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 of (a) or (b) above or would do so if special educational provision was not made for them.’


Code of Practice –


Netherton Moss is an inclusive school and may offer the following range of provision to support children with language and communication difficulties; learning difficulties; social and emotional needs and learning difficulties.The range of support deployed will be tailored to individual need to maximise progress following thorough assessment by internal or external agencies and in accordance with the school budget. We promote pupils working towards becoming independent and resilient learners.


Roles and Responsibilities of the Special Needs Co-ordinator (SENCO)


Our SENCO, is responsible for the operation of the Special Educational Needs Policy and co-ordination of specific provision made to support in dividual children with SEN. She works with the headteacher and governing body to determine how Special Educational Needs is catered for within the school and decisions concerning additional support agreed. The SENCO liaises with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected. There is regular contact with a wide range of external agencies that are able to give more specialised advice and support to help pupils overcome their difficulties. The SENCO facilitates training to ensure that staff are skilled and confident about meeting a range of needs.


How does Netherton Moss know if children need extra help?


Teachers are continually assessing and monitoring pupils to ensure there is good progress and development. Good quality teaching is implemented by all teachers and this is evidenced by regular Senior Leadership Team observations. Regular assessment through Pupil Progress Meetings helps to identify pupils who are not making the expected progress and therefore require more targeted support. Parents /carers and the child may also raise concerns.


What should I do if I think my child may have special educational needs?


The class teacher is the initial point for responding to parental concerns.

If you have concerns then contact Mrs Benham who is the SENCO


How will I know if Netherton Moss will support my child?


  • Each pupil’s education programme will be planned by the class teacher. It will be differentiated to suit the pupil’s individual needs. This may include additional general support by the class teacher or teaching assistant in class. As part of the minimum quality first offer, teachers are well skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning. Teachers set different tasks for pupils of different abilities; allocated additional support and help to certain pupils and set open ended task to allow pupil response at different levels.
  • If a pupil has needs related to more specific areas, such as spelling, handwriting, maths or literacy skills, then the pupil many be placed in a small focus group of receive some 1-1 support. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to the need and it will be regularly reviewed.
  • Pupil Progress meetings are held each term. This meeting between the class teacher and Senior leadership Team to discuss the progress of the pupils in their class.
  • Sometimes a pupil may need more expert support from an outside agency. A referral will be made, with consent from parents/carers and forwarded to the appropriate agency.


How will the curriculum be matched to my child’s needs?


  • When a pupil has been identified has having a special educational need their work will be differentiated by the class teacher to ensure they are able to access the curriculum more easily. Teaching assistants may be allocated to work with the pupil 1-1 or in small focus groups to target specific needs.
  • If a child has been identified as having a special need they will be set targets according to their area of need. Specialist equipment may be given to a pupil.


How will I know how well my child is doing?


  • A pupil’s progress can be discussed at Parent’s Evening.
  • Class Teachers are available at end of most days if concerns wish to be raised. Appointments can be made to speak in more detail to the teacher and SENCO


How will school support my child to move to a new class, year group or different school?


  • Through transition afternoons we support children moving into the next year groups so they can meet the teacher and become familiar with their new classroom. Class teachers meet to share information about the pupils. Sometimes transition booklets are made for specific children to help with their transition to their new class.
  • When moving to another school the SENCO will share information about provisions that have been made to help the child achieve their learning goals. Additional transition visits can be arranged if felt appropriate.
  • The SENCO and/or class teacher will attend the Year 6/7 transition meetings to discuss the specific needs of each child and the level of support which has the most impact. In some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school staff.
  • Children joining reception class are invited to attend familiarity sessions at school prior to them starting.


What specialist services are available at or accessed by the school?


School works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met.


These are some of the agencies used by our school:


CAF – Care around the family

Child and Mental Health Service (CAMHS)

Occupational Therapy

OSSME – Autism Initiatives

Paediatric services


Speech and Language Therapy

we also work in partnership with the:

Educational Psychology Service – Our Educational Psychologist is Jo Greer

Inclusion Service – Our Inclusion consultant is Carol Bullock

School Nurses – Our School Nurse is Rona Medforth


What training and knowledge do staff have to support children with SEN?


School are aware of access to qualified staff to support the range of needs identified. As children’s needs are identified then relevant training is undertaken and updated. Staff are involved in discussions and meetings with outside agencies.


How accessible is the school environment?


Netherton Moss is a mainstream primary school on one level adapted for access by pupils with physical disabilities. If a pupil is known to have a disability prior to admission to Netherton Moss the SENCO will work with outside agencies, pre-school provider and parents to ensure a smooth transition.


Facilities we have at present include:


  • Ramps in school
  • Specially adapted toilet
  • Changing facilities
  • Access to modified equipment and ICT
  • Access to strategies and programmes to support occupational/physiotherapy needs


How are the schools resources allocated and matched to the children’s special educational needs?


The SEN budget is allocated each financial year. The money is used to provide additional support and/or resources. Resources many include deployment of staff depending upon individual circumstances. Top up funding may be requested from the LEA if the cost of support goes beyond £6000 threshold provided by schools. This is accessed Health Care Assessment if the pupil is still not making progress, despite the school taking a graduated approach.


How is the decision made about how much support my child will receive?


Pupil’s progress is tracked at Pupil Progress Meetings each term. Targets are set for each child from their previous levels achieved and any pupil not making progress is highlighted and interventions put into place. The impact of the interventions are closely monitored and evaluated to ensure pupils are making progress and the intervention is effective. If progress is not made then support would be stepped up to a higher level with advice from outside agencies.


How will I be involved in discussion about planning for my child’s education?


All parents are encouraged to contribute and this may be through discussions with the class teacher and/or the SENCO.


Who can I contact for further information?


If you would like to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please contact the school office to arrange a meeting with the class teacher and/or SENCO.