Special Educational Needs and Disabilities (SEND) Information
The Special Educational Needs and Disabilities (SEND) Code of Practice outlines for us, as a school, the actions we must take to meet our statutory duties in relation to identifying and supporting all children with special educational needs and disabilities. As an inclusive school, we welcome children of all abilities, and we hope the following may help you to understand our SEND provision, and our commitment to supporting both you and your child.
Overview
Swanage Primary School is a mainstream school. Cygnets Pre-School is now a part of our school (as of September 2025) which is incorporated in a Multi Academy Trust (Coastal Learning Partnership). We are a one form entry school, with Reception (EYFS) and year 1 to 6.
At Swanage Primary School, we have high aspirations for all children, whatever their ability or needs. We want all children to feel included and that they are a valued part of our School community.
Through appropriate and effective provision, we respect the fact that children:
• have different educational, social, emotional and physical needs.
• need different approaches to learning.
• learn in different ways and progress at different rates.
We provide support across the four areas of need, as laid out in the SEN Code of Practice 2014:
• Communication and Interaction (Speech and Language difficulties, Autistic Spectrum)
• Cognition and Learning (Moderate and specific learning difficulties e.g. dyslexia, dyspraxia.)
• Social, Emotional and Mental Health (ADHD, Attachment)
• Sensory, Medical and Physical needs (hearing/vision/sensory and other impairments or needs)
The SEN Code of Practice 2014 describes a graduated approach that recognises that pupils learn in different ways and have different needs.
How do we identify and assess Pupils with SEND?
We follow a graduated approach to assessing, identifying and providing for pupils with SEND. We identify and assess children in the following ways:
• We use information passed to us from a previous nursery, pre-school, former school/setting, professionals or parents.
• On entry, we use baseline testing for core skills such as phonics, reading, writing and numeracy. Assessing other personal developmental areas for EYFS children enables us to identify each child’s ability in different areas so that we are able to monitor and track progress carefully.
• Reading and spelling ages are carefully tracked throughout the School.
• Specific assessment tools, for example, Dyslexia and Dyscalculia screeners, are also used to identify specific areas of concern with literacy and maths development.
• Core data is tracked each term by class teachers using NFER assessments and Insight to identify and address any gaps or barriers.
• The class teacher and any other adult working with your child will observe and give feedback to the SENDCo.
• Statutory test results are analysed carefully to track progress between the EYFS baseline (Year R), Phonics Screening Test (Year 1), KS1 (Year 2) and KS2 tests (Year 6). We also use the Multiplication Tables check for Year 4.
• Use assessments, reports and reviews from external agencies such as Education Psychologist, SENSS, Speech and Language, Behaviour Support.
Provision – Teaching & Learning
All children in School are provided with Quality First Teaching (QFT). Class teachers plan lessons and topics according to the class curriculum map, taking into consideration specific needs of all children in the class, ensuring that all needs are met and all children have access to the curriculum. All lessons offer challenge and support necessary for each child to learn and progress. Specific resources and intervention strategies will be used to support children individually and in groups. Planning and teaching will be adapted on a daily basis, if needed, to meet each individual’s needs (e.g., pre-teaching of concepts)
If, despite interventions, a child is making significantly slower progress than the rate of progress of peers when starting from the same baseline, or if a child fails to match their previous rate of progress, he/she will be placed on the SEND register. This will follow discussions with parents/carers and appropriate school staff.
In partnership with you, the class teacher and SENDCo will discuss how we can best support your child. Here are a range of ways in which we adapt the curriculum to meet your child’s needs:
Children are involved in their own learning:
Stages of Support for Children on the SEND Register
As a School, we follow the statutory National Curriculum (2014). Work is adapted accordingly within class and additional support is provided, if necessary, to enable your child with additional needs to access all aspects of the curriculum. Some pupils also require the structure of their day to be personalised to meet their sensory and/or social and emotional needs to ensure they can access the curriculum and maximise their full learning potential. At Swanage Primary School we are able to create a personal/ visual timetable for your child if this is needed.
We plan our support (Provision Map) in ‘Waves’ 1 – 4:
1.Quality First Teaching (QFT) and Monitoring
As outlined above, your child will first and foremost be taught in class carrying out activities planned by his/her teacher to give support. Interventions are arranged, delivered and monitored by the class teacher and/or teaching assistant. Progress made by Wave 1 pupils is monitored by the class teacher, SENDCo and/or nominated teaching assistant each term to identify if progress plateaus or dips and if any additional support may be needed. Lexia provision may be accessed by these children.
2. SEND Support – Early Intervention
If your child is identified as needing further support, he/she will be placed on the SEND register and receive support over and above the support offered through QFT. The support is provided by staff in school, such as a teacher, the SENDCo, or a trained teaching assistant, through targeted small group support or evidence-based interventions.
3. SEND Support – Higher Needs
As above, but with additional, targeted or specialised interventions as required for the individual child’s needs. This may involve access to external or highly trained professionals e.g. the SENDCo, or Speech and Language Therapists (SALT), or further specialist resources/devices being provided; for example, for children with visual or auditory needs. These pupils are more likely to then require an EHC needs assessment.
4. EHCP (Educational Health Care Plan)
Your child will have further assessments by external professionals, such as Specialist Teachers for the Locality and/or the Educational Psychologist, and may be given access to a more personalised curriculum to support his/her needs if required, depending on the actions identified in the EHCP. An Annual Review is held to look at provision, progress and needs and to amend the EHCP where necessary. Your child will be asked to contribute his/her views at the Annual Review to make the plan personal and fitting for your child.
Provision – Funding and Types of Support
We use our SEND budget in a number of ways to enhance the teaching and learning provided for all pupils, including those identified on the SEND register. This includes funding a number of experienced staff, including those with specialist skills and knowledge, as well as funding evidence-based interventions to support both children’s learning and emotional health. Examples include, but are not limited to:
• ELSA- Emotional Literacy Support Assistant sessions
• Designated Mental Health Leader – drop-ins
• Mosaic – counselling bereavement service (external provider) 4 Reviewed November 2024
• Individual ‘meet and greet’ sessions
• Speech and Language interventions run by either teachers/TAs and/or external professionals
• Social Stories and Social Speaking games and activities
• Visual Timetables
• Learn to Move - sessions with a small group of pupils to help develop both gross and fine motor skills, spatial awareness, balance and coordination, visual tracking and perceptual skills
• Phonic, spelling and reading booster sessions e.g. Words First, Lexia, Cracking Comprehension and additional small reading groups
• Numeracy interventions - First Class at Number (KS1) and Success at Arithmetic (KS2) • Small class sizes for all children in EYFS, KS1 and KS2 children with higher adult-pupil ratios
• Individual work spaces/stations and ‘safe areas’
• Individual Risk Assessments for daily activities and trips and modifying activities accordingly to ensure participation on residentials and for other enrichment opportunities etc.
• Additional Support e.g. for structured playtimes,
• Small group Yoga with qualified Yoga teacher
We also have a school dog called Maui who is fully qualified to enhance and support children’s learning and social, emotional and mental health.
Provision – Monitoring Impact and Feedback
We use Insight to monitor and track progress, in the core subjects, made by every child in school, which is updated at termly tracking points throughout the academic year. This, along with meaningful and purposeful marking of each child's work, ensures that we are able to provide you with up-to-date information regarding your child's progress. For some pupils we may also use ‘Small Steps’ assessments, too, as they break down larger assessment statements into small steps. Teachers record the small steps the pupils make and use these steps to build a bigger picture of the pupils' learning and achievements. The SENDCo regularly checks on the impact of Individual Education Plans (IEP) and targeted interventions for pupils on the SEND register on a half-termly and termly basis. The progress of children with SEND is discussed with individual staff members and the Senior Leadership Team. Actions and next steps are then planned for accordingly. Class teachers also monitor impact of interventions using their class Provision Maps and individual education plans (IEP) for children who are on the SEND register or have additional needs.
Parent consultation events will keep you up-to-date with your child’s progress in each subject. Class teachers will arrange SEND progress reviews with you three times a year to discuss and review your child’s targets and provision. Your child should also be invited to be involved in reviewing and setting SMART targets. For these meetings, we use the ‘assess, plan, do, review’ model, which is reflected in our Individual Education Plans.
Parental Partnerships
In addition, the SENDCo also offers drop-in sessions to discuss the provision in place for your child, by appointment only. If outside agencies are involved in assessing your child, the SENDCo will arrange a meeting to discuss the process. Outside agencies can also call a TAC (Team Around the Child) or TAF (Team Around the Family) meeting if felt necessary. There may be opportunities for you and your child to be provided with more targeted support from external professionals, too, if your child has particular identified needs that require specialist support, e.g. from our Locality Team.
Provision – Engaging in Activities with Others
All children are encouraged to attend events and trips, as well as activities in and out of school to develop self-confidence and widen skills whilst interacting with peers. In addition to the activities available as part of the school’s curriculum, there are a number of opportunities for all children, including those with SEND:
• Extra-curricular clubs e.g. football, multi-skills and choir
• Breakfast Club(by invitation only)
• After-school (run by Explorers childcare group)
• Residential trips and educational visits
• Visitors to school e.g. to support topics/to enrich our curriculum
• Peripatetic music lessons
If you feel that your child would like to take part in extra-curricular activities or you would like to find out more, then please speak to staff in the School Office.
Social, Emotional Development and Support
We ensure that all children are supported socially and pastorally by staff, who know the children well.
• The Jigsaw PSHE programme is delivered as part of the curriculum across the School. It provides a framework and ideas for developing social and emotional skills across subjects and outside the classroom.
• RE enables further times for reflection and discussion about a range of issues locally, nationally and globally.
• We promote and celebrate our ‘Ready, Respect, Safe’ values.
• We have 2 fully trained Emotional Literacy Support Assistants (ELSA), who works closely with children who need additional support.
The ELSA supports identified children on a 1-1 basis, sharing strategies with class teachers and TAs under the guidance of the Designated Safeguarding Lead (Headteacher) and the Designated Mental Health Champion (SENDCo) according to specific needs.
• Team Around the Family (TAF) and Team Around the Child (TAC) meetings are organised, when necessary, by the Designated Safeguarding Lead and/or the SENDCo, which may involve drawing on further support from Early Help, Social Services or the School Nursing Team.
• Mosaic counsellors are fully trained external professionals who provide support for bereaved pupils.
Pupil Voice
We use a person-centred approach here at Swanage Primary School. We believe it is crucial that children on the SEND register take part in the target-setting process, as well as involvement in evaluation and reflections about progress made and next steps.
Other ways the children are involved are:
• School Council meetings
• Annual Reviews of EHCPs
• Personal Interviews
• Pupil Questionnaires
• Personal Education Plans (PEPs) for Children in Care (CiC)
• Interview process for new staff members
Key Personnel
Head teacher – Mr Adam Burt
Deputy Head – Hannah Etherington
Special Educational Needs Co-ordinator (SENDCo) - Jo Dunesby
Emotional Literacy Support Assistants (ELSA) – Julia Croucher and Claire Strong
The person responsible for developing Individual Healthcare Plans (IHPs) for pupils with SEND is: Mr Adam Burt in liaison with the school SENDCo, first aiders/paediatric first aiders and relevant medical professionals.
Paediatric First Aiders - Mrs Samways, Miss Smith, Mrs Katy James and Mrs Russell are qualified
Miss Yates - First aid trained
SEND Governor - Mrs Louise Tumilty-Savage
Designated Safeguarding Lead (Level 3) - Ms Hannah Etherington (Deputy Head)
Deputy Designated Safeguarding Lead -
Designated Teacher for Looked after and Post-adopted Pupils - Mr Adam Burt, Headteacher.
The Governor with specific responsibility to oversee Child Protection policies and procedures, including for Children in Care (CiC) -
Staff – Expertise and Training
Teaching and support staff take part in regular training, after the SENDCo has sought advice in relation to children and young people with SEND. Examples include, but are not limited to:
• Behaviour Support Services
• ASD Behaviour training
• ADHD and Attachment awareness training
• Medical training e.g. for procedures to support children with medical needs such as picc lines, diabetes and rare skin conditions
• Whole staff training on specific SEND issues as required
• Specialist expertise engaged from external services – Dorset County Specialist Teachers
• Visual and Hearing Support Services
• Speech and Language Support Services
• Educational Psychologist supervision sessions for ELSAs • Mosaic Bereavement trainings sessions
• Coastal Learning Partnership TA training e.g. Precision Teaching
• The Virtual School training for Designated Teachers
• Aspire Adoption events
• GOSH training packages to support children with specific medical needs
The whole staff team have received training in Relational Practise.
The SENDCo stays up-to-date with new developments and also provides in-house training on areas such as the Graduated Response, Smart targets, Quality First Teaching, Provision Mapping and Individual Education Plans.
Specialist Equipment and Facilities
Where necessary, equipment and resources for children with SEND are purchased, following advice from specialists. This happens through discussions with the specialists, parents and teachers. Examples include:
• Specific computer programmes and devices
• Books and games
• Writing slope
• Wobble cushions
• Sensory equipment
Our school’s Accessibility Plan and Equality Action Planning (available on the website) outline adaptations already made to the building to meet particular needs as they have arisen. Our school building contains disabled toilet facilities for staff, children and visitors, as well as ramps in the playground for wheel-chair access.
Please contact the School Office should you wish to discuss a specific need for your child so we are able to look into ways to cater for her/him accordingly in advance. We also follow Dorset Council’s ICT Specialist Equipment Policy.
Admissions
All admissions for all children are dealt with by Dorset Council admissions team. If the child has an EHCP (Education Health Care Plan) then parents are able to select their school of choice. The school will be contacted to discuss the type of provision required as stated in their EHCP and a decision is made whether the school can meet the child’s needs.
Medical Needs
If your child has specific medical needs, a suitable adult will undertake specialised training for his/her needs and an ‘Individual Healthcare Plan’ will be devised with the SENDCo, First Aider(s) and medical professionals involved with your child. Please refer to the ‘Supporting Children with Medical Needs Policy’ and ‘Intimate Care Policy’ on our website. We have a number of staff members who are First Aid trained in school as detailed above.
Monitoring SEND Provision
The SENDCo is responsible for over-seeing the organisation of effective SEND provision for identified children in the school in close liaison with staff and parents. The Governing Body is responsible for monitoring the overall effectiveness of the provision in place for pupils identified with SEND at whole school level so that they can evaluate the effectiveness of the whole School strategy and interventions in place.
If, as a parent/carer, you wish to make a complaint about the SEND provision for your child, firstly, try to talk to the class teacher about your concern as soon as possible. If you have further or continued concerns, contact the Headteacher/SENDCo, who will address any issues raised by you and liaise with staff and parents appropriately, according to the concern. If you believe that the issue has still not been resolved, please refer to the ‘Complaints Policy’ on our website.
Arrangements for Supporting Pupils with SEND when moving between Schools
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.
If your child is joining our School:
• We encourage parents and children to visit the school and meet staff who will be working with them to discuss your child’s needs.
• An appropriate member of staff will show the child and parents around school and/or be available to answer any questions.
If your child is moving to another school:
• We will contact/be contacted by the school’s SENDCo to ensure information is passed on in a timely manner.
• We will pass on all records about your child as soon as possible.
When moving classes in School:
• Information will be passed on to the new class teacher promptly.
• Your child will have transition visits to meet the class teacher/TA and become familiar with their new classroom. Additional visits will be provided for those children identified as needing extra support with transition.
• Handover meeting is held between staff to share strategies of support.
Pre-School Transition:
• We have regular visits arranged to our Reception Class, especially post-Easter prior to children starting school in September.
• Children attending Cygnets Pre-School are already familiar with the School setting, enabling a confident start to ‘big school’.
• Our EYFS Leaders/teachers also visits Pre-School settings and home visits are arranged wherever possible.
Secondary Transition:
• The class teacher and pastoral team will take timetabled sessions with the children so they may talk about/share any concerns or positive things they may have about the transfer.
• The transition process starts after Easter in readiness for the move in September. Visits will be arranged with the new school’s SENDCo, and a suitable adult will accompany your child.
• We have good working relationships with all the local secondary schools and will ensure, whichever school your child is joining, that the transition process is carefully planned.
• During your child’s time at Swanage Primary School there will be opportunities to access the local senior schools through sports meetings, activity days, school fayres and open evenings – all of which help familiarise your child with the chosen setting.
• To help your child in readiness for the move and onward journey, preparing for teenage years into adulthood, he/she is encouraged to be as independent as possible whilst in our school. This includes careers talks and guidance as part of our extended PSHE programme.
We aim to develop children who strive to become adaptable learners and healthy, resilient, caring citizens.
Parent Support Services
These are some of the support services available for parents of pupils with SEND: School Nurse: (contact through School Office)
There are several support services available: http://www.dorsetparentcarercouncil.co.uk/
Dorset SENDIASS: https://www.dorsetsendiass.co.uk/
Dorset’s Local Offer: https://www.dorsetcouncil.gov.uk/children-families/sen-and disability-local-offer/dorsets-local-offer
Dorset Family Matters: https://www.dorsetcouncil.gov.uk/children-families/get-helpfor-your-family/getting-help-for-your-family
Dorset Virtual School for children who are in care/ Looked After: https://www.dorsetcouncil.gov.uk/children-families/childrens-socialcare/children-in-care/dorset-virtual-school
SEND-related Policies
We have a whole range of SEND-related policies, and these can be found on the school’s website:
Should you have any specific needs, please contact the school office for modified versions of these documents e.g. large print.
Local Authority Information
This SEND Information Report outlines our offer of support for pupils with SEND. This also forms part of Dorset’s Local Offer, which can be found here:
https://www.dorsetcouncil.gov.uk
Contact Details
SENCO: Mrs Jo Dunesby
E-mail: sps.office@coastalpartnership.co.uk
Telephone: 01929 422424