Disabilities and Special Educational Needs

Our school is currently undertaking a review of this policy to meet the new requirements for SEND in line with the new SEND Code of Practice effective from 1 September 2014. To provide an improved, compliant policy we are committed to co-producing our policy with families, children and young people. To contribute and participate in co-producing our policy together , please contact our SENco Jane Lawrence.



As stated in the Special Education Needs Code of Practice 2001 ‘children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.’


At Riverley Primary School the governing body, Headteacher, Special Educational Needs Co-ordinator (SENCO), teaching and non-teaching staff will make effective provision for children with special educational needs in accordance with the current code of practice.
We are an inclusive school and all school policies take into account the core values and principles as stated in:

  • the Equality Act (October 2010)
  • the Disability Equality Duty within the Disability Discrimination Act (October 1995)
  • the Public Sector Equality Duty (PSED) dated April 2012.



We believe that every child should be happy, healthy and safe at school. Learning should be varied, active and creative with a curriculum designed to develop confident, independent learners. We value our children for their individuality, culture and heritage. We are committed to providing an inclusive, stimulating learning environment.

Learning to learn as well as acquiring knowledge will enable pupils to progress in their academic, creative, emotional and social, physical, moral and spiritual development. All teachers are teachers of SEN children and achievement is recognised and celebrated by children and adults. The learning experience and environment is creative, challenging, exciting, stimulating, relevant and forward thinking. Our school is a caring place where children and adults make a valuable contribution and are inspired to be creative, think for themselves and feel confident to meet new challenges. All members of the school community are valued equally. Our children are taught to respect themselves and others and to have an understanding of their role in school and the wider community.

Class teachers are responsible for: –

  • Planning and preparing learning activities which meet the needs of and ensure adequate progress for pupils with DSEN in their class.
  • Meeting with parents and the SENCO to set and review specific targets for pupils who require additional or differentiated provision
  • Raising initial concerns with the SENCO if a pupil presents with DSEN.

Class teachers are responsible for ensuring that the needs of all pupils in their classes are met and that each pupil makes expected progress. The SENCO line manages a team of highly skilled support workers who develop specialist areas of expertise and knowledge.

Assessment of need


School Action

Pupils are recognised at School Action if they require intervention additional to or different from those provided by the differentiated curriculum. The class teacher remains responsible for working with the child on a daily basis, ensuring differentiation of curriculum, resources or intervention as appropriate. Parents are informed and their views sought on the needs and progress of their child. The termly review of progress will determine whether to discharge the pupil, remain at School Action level or to escalate to School Action Plus (usually after at least two terms at School Action level).


School Action Plus
If, following two terms of support and intervention at School Action level, a pupil does not make adequate progress, the pupil may be advanced to School action Plus level. The SENCO, in consultation with the teacher and parent, seeks advice from appropriate outside agencies. Each child identified at School Action Plus level receives targeted support. Targets/objectives should relate to the specific barriers the pupil experiences;


Statements of Special Educational Needs
The special educational needs of the great majority of children should be met effectively within mainstream settings through the school action or school action plus, without the local authority (LA) needing to make a statutory assessment. In a very small number of cases (approximately 2% nationally) the LA will need to carry out a statutory assessment of special educational needs and then consider whether or not to issue a statement. Strong evidence of need, school level support over time and input from external professionals is required in order to submit an application. The LA seeks a range of advice before making a formal statement. The needs of the child are considered to be paramount in this. If a Statement is granted, the LA may agree to provide additional funding to enhance provision for the pupil. Statements are reviewed annually and Person Centred Reviews take into account the views of all individuals involved.


Early Intervention
Some needs may be addressed via the Early Intervention route. This is a voluntary process often initiated when parents or professionals believe that a family may benefit from support from agencies such as parent support groups. Families accessing support from Early Intervention services may or may not have a child with special educational needs. A Common Assessment Form (CAF) must be completed to initiate this support route. Its purpose is to collate holistic information about the family in order to identify the most appropriate support network. A CAF is however also required when making referrals to a number of external agencies; it is submitted alongside the agency referral form. A CAF is always required to support a referral for statutory assessment.


At Riverley we work in partnership with a wide range of agencies to ensure high quality support and training, including the Educational Psychology Service , the Speech and Language Therapy Service, the Visually Impaired Service, the School Nursing Team and the Education


Welfare Officer
We ensure that transitions from school to school and home to school are handling sensitively and professionally. Information sharing is of paramount importance for pupils with additional needs.


Continuing Professional Development
High quality training for all staff is essential and an annual schedule of training is vital to develop the skills and confidence to work with pupils with special educational needs. Areas relating to Special Educational Needs are included in the annual schedule of staff development. Individual staff members are provided with opportunities to attend additional training as appropriate in line with identified areas for development or which have a particular bearing on the children they are supporting.


Access to School Life
At Riverley we provide a wide range of curricular and extra curricular opportunities. We recognise that additional provision may be needed to ensure that pupils with special educational needs are able to access the full life of the school. For example, this can mean support from an adult to access an after school club or 1:1 support on a school trip. Risk assessments are completed as necessary.