Supporting Every Child:

Our Commitment to SEND

At East Park Primary School we are committed to offering an inclusive curriculum that is understanding of children’s different needs and starting points, to ensure the best possible progress for all of our pupils. We strive to ensure that the curriculum is structured and sequenced in a way that will not only build on knowledge but will provide children identified as having SEND with the confidence to apply this in everyday life. This, combined with meaningful and accurate assessment allows us to prepare all pupils for futures that carry a high level of ambition.

We provide a supportive, positive learning environment and all staff are committed to the principle of equal worth to each child. The skill, enthusiasm and attitude of staff and outside professionals is the key to effective learning for all children, but has greater significance for the SEND child who more than most needs considerable confidence and self-esteem in order to take full advantage of all that is on offer. At East Park Primary School we aim to promote the successful inclusion of pupils with special educational needs and disabilities in line with the SEND Code of Practice 2014.

SEND policy

SEND Information Report

Our Approach to Teaching Children with SEND

At East Park Primary School, every child is valued, respected, and welcomed. We are proud to be a fully inclusive school, where all pupils are supported to learn, contribute, and take part in every aspect of school life alongside their peers.

All pupils follow the Early Years Foundation Stage (EYFS) and National Curriculum at a level and pace suited to their individual needs and abilities. Where appropriate, we adapt or modify the curriculum to ensure that every child can access learning and experience success.

Our Aspirational Curriculum is built upon the foundations of the EYFS and National Curriculum, enriched with a variety of additional opportunities designed to broaden pupils’ life experiences. It supports not only academic progress but also the social, emotional, and personal development essential for lifelong learning and independence. By nurturing independence at all ages and stages, we aim to build confidence, strengthen self-esteem, and inspire a love of learning in every pupil.

To achieve this, we:

Take time to understand each pupil’s individual needs, difficulties, or disabilities and identify how best to support them
Adapt the curriculum to ensure it is accessible and meaningful for every learner
Create a learning environment that is stimulating and engaging, while avoiding unnecessary distractions
Provide quiet spaces for children who need a calm area to refocus or regulate
Maintain consistent rules and expectations, offering plenty of practice to help pupils make positive choices
Use visual aids and prompts, such as visual timetables, to support understanding and independence
Allow extra time and adjust teaching styles to meet a range of learning preferences
Use hands-on resources and practical equipment to help pupils demonstrate their understanding
Regularly revisit and reinforce key skills to support progress and retention
Foster positive relationships between pupils and adults to encourage cooperation and trust
Support pupils in developing friendships and learning collaboratively
Model positive behaviour, communication, and learning attitudes for all children
Encourage honesty, reflection, and open communication between pupils, staff, and families
Celebrate individuality and help pupils recognise and value differences in themselves and others
Promote independence, confidence, and resilience in all aspects of school life

At East Park, we believe that every child can thrive when given the right support, encouragement, and opportunities to shine.

What SEND Support Looks Like at East Park Primary School

At East Park Primary School, we work closely with pupils, parents and carers, and school staff to ensure that the right level of SEND (Special Educational Needs and Disabilities) support is in place to meet each child’s needs. This support follows the “Assess, Plan, Do, Review” cycle — also known as the graduated response.

The Graduated Response

This means that class teachers and/or the SEND Leader will:

Assess your child’s special educational needs.
Plan the provision and strategies needed to help your child achieve their agreed outcomes and aspirations.
Do – put the planned support in place.
Review the support and your child’s progress, involving specialist advice where needed.

We review SEND support at least three times each year with parents or carers, and wherever possible, with the child themselves. Professionals actively supporting your child may also take part in these reviews.

Who Might Be Involved

Support may involve a range of staff and professionals, such as:

School staff, including support staff
IPASS staff
Care workers supporting physical or medical needs (e.g. moving and handling, PEG feeding)
Health professionals providing medical or therapy input (e.g. physiotherapy, occupational therapy)
Adults delivering extra-curricular activities

Involvement of External Agencies

Sometimes, specialist services outside school provide additional support for individual children. These may include:

Autism Outreach Team
Behaviour Intervention Team / PRU (Pupil Referral Unit)
Educational Psychology Service
Sensory and Physical Needs Service
SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service)
Health Services such as:

CAMHS (Child and Adolescent Mental Health Service)
Consultant Paediatricians
Occupational Therapy
Physiotherapy
School Nursing Team
Speech and Language Therapy

Education, Health and Care Plans (EHCPs)

In some cases, the level of need may be severe, complex or long-term, and additional support beyond what the school can provide through its own resources may be required. In these circumstances, the school and family might agree to request:

An Education, Health and Care Plan (EHCP).

An EHCP is a legal document that sets out the additional support your child will receive, who will provide it, and the specific goals they are working towards.

Requesting an EHCP

If the school (or you as parents/carers) believe an EHCP may be necessary, a Statutory Assessment can be requested from the Local Authority.
This process involves gathering detailed information and reports from school staff, parents/carers, and professionals who work with your child.

A Panel of Professionals will review this information and decide whether your child’s needs are complex enough to require an EHCP.
If approved, the EHCP will outline:

The support your child will receive
How this support will be delivered
Short- and long-term goals

If an EHCP is not granted, the school will continue with existing SEND support and meet with you to review and refine the plan in place.

Additional Support and Funding

When a child’s needs require additional adult support or resources beyond the school’s delegated funding (above the £6,000 threshold), the school may request top-up funding from the Local Authority. This will be detailed in an individual Costed Provision Map, showing the support your child receives and how it is used to help them make progress.

How We Adapt the Curriculum and Learning Environment for pupils with SEND

At East Park Primary, we are committed to making sure every child can access learning and school life in a way that meets their individual needs. We work closely with families and professionals to create an inclusive environment where all pupils can achieve their best.

Accessibility and Inclusion

We ensure that all pupils can access our school and curriculum through:

Adaptations to the physical environment
Reasonable adjustments made as needed
Support to access all areas of the curriculum

Parents and carers are encouraged to speak with our SEND Leaders to discuss how we can best support their child’s inclusion and learning.

Meeting Individual Needs

Every child learns and develops differently. Some may need extra help or support at different times during their school journey. Children may be on our SEND register for a short or longer period, depending on their needs, which are reviewed regularly to ensure the right support is in place.

At East Park, we will:

Ensure every pupil can access the curriculum and all school activities to achieve their full potential
Support all pupils to achieve their best, regardless of any difficulty or disability
Ensure staff are aware of pupils’ needs and adapt teaching approaches accordingly
Build pupils’ confidence and self-esteem
Work in partnership with parents, carers, pupils, and external agencies
Identify any child needing additional support as early as possible
Provide suitable provision to help every child develop their skills, interests, and independence
Regularly review our policies and practice to maintain best practice in SEND support

Our Learning Environment

Our school is designed and adapted to promote accessibility for all pupils, including those with physical or mobility needs.

We have:

Disabled toilets
Equipment and resources that are accessible to all children, wherever possible

Health and Care Support

For children with physical or medical needs, we work closely with families and relevant health professionals to create a detailed Individual Healthcare Plan (IHP).

These plans may include:

Emergency procedures
Risk assessments
Intimate care arrangements
Feeding plans
Moving and handling guidance
Parental consents for medication or specific procedures

Some pupils may also have a Personal Emergency Evacuation Plan (PEEP), developed with the Site Manager, SEND Leader and Head Teacher.

All staff receive relevant training to support pupils with medical or care needs, including:

Administration of medication (with parental consent forms in place)
First Aid / Paediatric First Aid training
Annual refreshers or specific medical training as required such as EpiPen training

SEND Interventions

We provide a range of targeted interventions to meet individual needs, including:

Cognition and Learning

Precision Teaching
Dyslexia Gold
Lego Therapy
Pre-load and gap analysis activities
Executive functioning skills support

Communication and Interaction

Speech and language programmes (as advised by therapists)
Listening and attention skills
Stories for Talking

Social, Emotional and Mental Health

Zones of Regulation
Social stories
Lego Therapy
Nurture Groups
The 5 Point Scale

Sensory and/or Physical Needs

Fine and gross motor skill programmes
Advice and support from the Occupational Therapy Service

Beyond the Classroom

All children, including those with SEND, are encouraged and supported to take part in:

After-school clubs
Extra-curricular activities
School trips and enrichment opportunities

We believe that every child at East Park should feel valued, confident, and supported to thrive both academically and personally.

How We Evaluate the Effectiveness of SEND Provision

At East Park Primary, we are committed to ensuring that our SEND provision has a positive and measurable impact on the progress and outcomes of all children. We use a graduated approach to assess, plan, do, and review the support we provide, ensuring it meets each child’s needs effectively.

Whole School Approach to Evaluation

To make sure our SEND provision remains strong and effective, we regularly evaluate our policies, practice, and outcomes through a range of quality assurance methods, including:

Robust evaluation of SEND policy and practice
‘Book Look’ reviews
Lesson observations and learning walks
Regular monitoring of interventions and support plans
Performance management discussions
Pupil voice surveys and feedback

Tracking Progress and Impact

Every term, Pupil Progress Meetings are held with class teachers and senior leaders. During these meetings, we review each child’s progress, discuss what’s working well, and identify any barriers to learning. This ensures that additional support or new interventions can be planned promptly where needed.

Termly meetings with parents and carers provide an opportunity to share updates, review progress, and agree on next steps together. Parents are also encouraged to make informal appointments with class teachers at any time to discuss concerns or ask questions.

Leadership and Quality Assurance

Our SEND Leaders have overall responsibility for monitoring the quality and effectiveness of SEND provision across the school. To ensure high standards, we also work closely with our SEND Trust Lead, who carries out regular SEND Reviews for the whole school to ensure consistency, effectiveness, and continual improvement.

Through this ongoing evaluation, we make sure that our provision continues to meet the needs of every learner and supports them in achieving their very best.

Transition of SEND pupils

How we support children/young people with SEND starting at our school

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving child to another school:

We will contact the school SEND Leader and ensure that they know about any special arrangements or support that need to be made for your child.

We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

Information will be passed on to the new class teacher. CPD time is used specifically for these handover sessions to take place with the new/existing teachers. SEND support plans are shared with the new teacher.

In Year 6:

There are a range of transition meetings between primary and secondary school staff. It may be necessary for pupils and parents/carers to attend transition meetings. Secondary school staff are invited to attend Statutory EHCP reviews for pupils in Year 6.

Focused learning opportunities about aspects of transition are provided by the primary and/or secondary school to support their understanding of the changes ahead.

Pupils will visit their new school on several occasions and in most cases, staff from the new school will visit your child at East Park.

Additional visits can be arranged for children who need extra time in their new school. Some pupils may be involved in the LA Host program to provide them with additional support and visits to their Secondary School.

Some pupils may be involved in the WRAP program to help them prepare for the changes ahead.

SEND Specialist Expertise

At East Park Primary, we are committed to ensuring that all staff have the knowledge, skills, and confidence to support children with Special Educational Needs and Disabilities (SEND) effectively.

The Role of the SEND Leader

Our SEND Leader works closely with class teachers to plan, monitor, and review the support provided for children with SEND. They play a key role in ensuring that every child’s individual needs are met through high-quality teaching and targeted interventions.

The SEND Leader also attends regular network meetings within both the Local Authority and the Trust, keeping the school up to date with the latest developments, guidance, and best practice in SEND and inclusion.

Staff Training and Development

We have a comprehensive Continuous Professional Development (CPD) Training Plan that ensures all staff receive the training and support needed to deliver high-quality teaching for all pupils, including those with SEND.

This includes:

Whole-school training on key SEND issues
Ongoing professional development focused on inclusive classroom practice

In addition, individual teachers and support staff regularly attend external training provided by specialist agencies, tailored to meet the needs of specific children in their classes and visit other settings.

Through this combination of internal expertise and external training opportunities, we ensure that all staff are well equipped to provide the best possible support for every child at East Park Primary.