Life at Keinton Mandeville Primary School Life at Keinton Mandeville Primary School Life at Keinton Mandeville Primary School

Keinton Mandeville Primary School

Special Educational Needs

Below you will find the details of our SEN information report and a printable version of the document, as well as the Governor's Annual Report to Parents on SEND.  The information report explains how our school responds to the needs of children with Special Educational Needs or disabilities.

Keinton Mandeville Primary School SEN Information Report

Governor's Annual SEND Report to Parents

SEND policy

Accessibility Plan

Somerset Choices SEND Website

Keinton Mandeville Primary School

SEND Information Report

‘The school’s offer in support of pupils with Special Educational Needs and or Disability (SEND) – Information Report’

 How does the school know if children need extra help and what should I do if I think my child has Special Educational Needs?

 ‘A pupil has SEND where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils the same age. This judgement should be made when the SENCO is confident that all elements of quality first teaching have been exhausted.’ Code of Practice 2014

 As a school, we use a set of criteria that enables us as a staff to make careful and informed decisions when identifying children as SEND. This includes:

  • Poor academic progress (where there is a noticeable gap between the child’s level of learning and that expected for their age).
  • Outside agency involvement in the care and support of the child (i.e., Educational Psychologist, Speech and Language therapists, Occupational therapist).
  • Presence of an Education Health Care plan (EHC) or Statement of Educational Need.
  • Where social and emotional needs are identified and are having an impact on the child’s learning.
  • Where a parent raises concerns.
  • Presence of a health/medical diagnosis from a paediatrician.

 How will I as the parent raise concerns if I need to?

 Parents will have the opportunity at the beginning and end of the day to speak to the class teacher. If they require additional time the class teacher will arrange an appointment at a mutually convenient time.

  • Parents may also make an initial contact with the SENCo. Our SENCo is Mrs Bird.
  • If concerns persist parents are able to arrange a further appointment with the class teacher/SENCo/Head teacher.

 How will school support my child?

 Our SENCo along with the class teacher uses the graduated response system of

‘Assess – Plan – Do – Review’. This method is used to oversee; plan and work with each child (See the attached diagram).

  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made in all areas. Good teaching provision in class for all pupils is known as Quality First Teaching which is part of Universal Provision in the Somerset Core Standards.
  • There may be a Teaching Assistant (TA) working with your child either individually or as part of a group; if this is necessary by the class teacher/SENCo. The regularity of these sessions will be explained to parents when the support starts.
  • Our SENCo oversees all support and progress of any child requiring additional support across the school.

 Who will explain this to me?

 The class teacher will meet with parents (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.

  • For further information the SENCo is available to discuss support in more detail.

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

 All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be different levels of work set for the class (differentiation), however on occasions this can be individually differentiated. This is known as quality first teaching (QFT). This is Universal Provision in the Somerset Core Standards.

  • The benefit of this type of differentiation is that all children can access a lesson and learn at their level. It is the class teacher’s responsibility to ensure that they are delivering quality first teaching that is appropriate and differentiated for all the children in their class.
  • We are working towards ensuring that our classrooms are ‘dyslexia friendly’ and are all reflective of a ‘communication friendly’ environment.

 What type of support is offered to children with SEND?

 All pupils at Keinton Mandeville receive a high standard of ‘Quality First Teaching’ (Universal Provision – Core Standards) through whole class or small group teaching. Class teachers plan carefully to meet a range of needs through differentiation at this level.

 In addition pupils with SEN may access the following:

  • Small group support
  • Specific interventions in small groups for Literacy/Numeracy
  • Individualised Literacy Intervention (ILI)
  • Sound Linkage
  • Read, Write, Inc Phonics and Get Writing
  • ‘Write from the Start’
  • A range of pencil grips
  • Coloured overlays, reading rulers
  • Cream paper
  • Table top tool kits
  • Visual timetables
  • Rapid Readers
  • Talking Partners
  • Numicon
  • Speech and Language Programmes (as advised by Speech Therapist)
  • Alternative means of communication – ‘Writing with Symbols’
  • Social skills
  • Social Stories
  • Individual work station
  • Individual behaviour support programmes
  • Physiotherapy (as advised by Physiotherapist)
  • Occupational Therapy (as advised by Occupational therapist)
  • Health Care Plan
  • Medical Care Plan
  • Personal Care Plan
  • Emotional Literacy Support Assistant (ELSA)

 How will I be involved in identifying SEN and then helping my child?

 When the decision is made to put a child on the SEND register, parents will be informed by the class teacher and/or SENCo.

  • When we assess SEND we will discuss with you if the understanding and behaviour are the same at school and home; we take this into account and work with you so that we are all helping your child in the same way and helping them make progress.
  • We value the parent view at all times and involve parents in any decision making progress.

 How will I know how my child is doing and how will you help me to support my child’s learning? What opportunities will there be for me to discuss my child’s progress?

 We follow and Assess, Plan, Do Review format that involves staff, parents and children so you should be fully aware of your child’s progress and support that can be given.

 We offer an open-door policy where you are welcome any time to make an appointment to meet with either the class teacher and/or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

  • We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
  • If your child is on the SEND register they will have a Pupil Passport and target planner. These documents are reviewed on a regular basis and parents are given a copy of pupil passports along with their targets. The child is at the heart of the pupil passport and parents are involved in writing the document.
  • If your child has complex SEND they may have a Statement of SEND or an Education Health Care Plan (EHC), which means that a formal meeting will take place to discuss your child’s progress and a report will be written. This meeting will take the form of a Person Centred Review (PCR) and will be held on an annual basis. Professionals from outside agencies may be invited to attend PCRs.

 How does the school know how well my child is doing?

 As a school we measure children’s progress in learning against National expectations and age related expectations. In Reception, we measure and track children’s progress against the Early Learning Goals.

  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Reception through to Year 6, using a variety of different methods including National Curriculum expectations and Reading and Spelling ages.
  • When a class teacher or SENCO identifies a child experiencing difficulties in any area, the class teacher will provide interventions that are additional to those provided as part of the usual differentiated curriculum.
  • Some children’s progress will be monitored through a combination of a Pupil passport and target planner.
  • Pupil passports are created with the child at the centre of their learning and include information on the pupils’ strengths, weaknesses, areas for development, care plans and their individual learning requirements. Class teachers, teaching assistants, the child and their parents may contribute to a pupil passport.
  • Examples of pupil passports, target trackers and provision maps are available from the SENCo should you require further information.

 What support will there be for my child’s overall well being? What is the pastoral, medical and social support available in school?

 We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.

  • We have a trained ELSA (Emotional Literacy Support Assistant) who works with children on a 1:1 or group basis to support children with any emotional needs they might have.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this is the parents’ first point of contact. If support is required the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Emotional, Social and Mental Health Support Team or PCSO (Police Community Support Officer)
  • The school values nurturing principles and offers both 1:1 and group ELSA opportunities.
  • We have a PFSA (Parent Family Support Advisor) working from our school and she can support children in school and families at home.

How will my child be able to contribute their views?

 We value and celebrate each child being able to express their views on all aspects of school life.

  • Children who have Pupil Passports discuss their passports with their class teacher. The Pupil Passport process encourages children with SEND to initially contribute their own view of their strengths and weaknesses.

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

 Our SENCo is fully qualified and accredited.

  • As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: GPs, school nurse, educational psychologist, paediatricians, speech & language therapists, occupational therapists and learning support advisors.
  • If the SENCo suggests a need to seek support from any outside agency, you as the parent/carer will be asked to give written permission.

What training have the staffs supporting children with SEND had or are having?

 Some staff are trained in the following:

  • Individualised Literacy Intervention (ILI)
  • Moving and Handling
  • Precision Teaching
  • Learn to move, move to learn
  • Talking partners
  • Numicon
  • Dyslexia
  • Dyscalculia
  • Spelling detectives
  • Read, Write, Inc
  • Theraplay
  • Emotional Literacy Support (ELSA)

 Interventions and support will be led by the staff who have completed the relevant training.

 We offer support in other areas (see previous list of support available for children with SEND).

 If a further training need should arise, appropriate training will be sought for the member/members of staff.

 How will my child be included in activities outside the classroom including school trips?

 All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.

  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the very unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

 How accessible is the school environment?

 The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing.

  • The school building is all on one level. Outside there are ramps where appropriate.

 How will the school prepare and support my child when joining the school and transferring to a new school?

 We encourage all new children to visit the school prior to starting. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. We would also aim to visit them in their current school.

  • Prior to your child joining Keinton Mandeville Primary School, the Head teacher and the SENCo may choose to meet with you to discuss your child’s needs and any concerns you may have.
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits. At our ‘feeder’ secondary school, Ansford Academy, they run a programme specifically tailored to aid transition for the more vulnerable pupils.
  • We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • School Entry Planning meetings will take place in the term before transition for pupils with SEND. Targets set at these meetings will be reviewed in the term following the transition. 

How the school’s resources are allocated and matched to children’s SEND needs?

  • We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.
  • We have a team of TAs who will deliver programmes designed to meet groups of children’s needs. Some of the funding for this comes directly from the SEN budget.
  • The budget is allocated on a needs basis. The Children who have the most complex needs are given the most support often involving a TA.
  • We have a selection of resources in school that support a range of SEN and these are updated regularly. The SENCo completes an annual audit to highlight any gaps but specific resources will be purchased as and when necessary.

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

  • The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.
  • Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
  • This will be through on-going discussions with parents, class teacher and SENCo and if appropriate, professionals from outside school.

How do we know if the support that my child has received, has made an impact?

  • By reviewing children’s Pupil Passports and target planners. Baseline assessments are completed at the start of any intervention and children are assessed at the end to determine the level of progress made. All interventions are closely monitored by the SENCo with the support of the class teacher/teaching assistant.
  • The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up to their peers or expected age levels.
  • Verbal feedback from the teacher, parent and pupil.
  • Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress.

How the Governors involved and what are their responsibilities?

  • The SENCo reports to the Governors annually to inform them about the progress of children with SEND; this report/information does not refer to individual children and confidentiality is maintained at all times.
  • One of the Governors is responsible for SEND and meets regularly with the SENCo. They also report to the Governors to keep all informed.

Who are the people I can talk to if I still need more information?

  • First point of contact would be your child’s class teacher to share your concerns.
  • You could also arrange to meet Mrs Bird, our SENCo.
  • Contact IPSEA (Independent Parental Special Education Advice) -
  • Somerset’s Local Offer –

Who should I contact if I am considering whether my child should join the school?

  • Contact the school Admin office to arrange to meet the Head teacher Mr Shakesby who would willingly discuss how the school could meet your child’s needs.

Updated: September 2017.


Appendix A

Individualised Literacy Intervention

A one to one intervention programme that targets reading and spelling, usually carried out over a ten week period (although this is tailored to the individual child).


Numicon is a maths teaching programme that uses a series of structured images to represent numbers. Children enjoy the Numicon approach, which plays to their strong sense of pattern. Their enthusiasm and increased confidence leads them to persevere. This in turn leads to a deeper understanding and raised achievement.

Talking Partners

Talking Partners is a programme designed to improve the way children communicate across the curriculum, enabling them to be independent and skilful speakers and listeners. It's a targeted, time-limited (10 weeks) intervention that can be used with the whole class, small groups or individuals.

By providing opportunities to practise and rehearse target language through a range of focused activities, pupils develop their independent skills to become good communicators. Talking partners is a structured oral language programme providing part of an integrated approach to raise levels of achievement by improving children’s speaking and listening skills. Talking partners also helps children to become more confident and competent users of English. It encourages them to listen more actively and talk for a range of purposes and draws particular attention to the links between oracy and literacy.

Precision Teaching

Precision teaching is not a method of teaching, but a precise way to assess and record child’s progress. It is used to develop speed and accuracy in a particular skill, by setting individualised, highly specific targets, and monitoring progress to ensure that mastery is reached. It also provides instant feedback so that pupils can see their progress, which helps to increase confidence and self-esteem.

Learn to move – move to learn

Learn to Move, Move to Learn is a proven intervention developed by Dorset County Council to support children with co-ordination difficulties in school. The Learn to Move programme was produced to help teachers who have concerns about a child coordination and how it impacts on their learning potential. The advice is aimed at Primary School aged children. The programme focuses on supporting children with motor co-ordination difficulties.

Write from the start

An intervention designed to support fine motor control allowing children to develop the basic skills that are required to write.