Special Educational Needs

Our Special Educational Needs and Disability Co-ordinator (SENDCo) is:
Miss K Lawrence

For all enquiries, please email: office@peppardprimary.co.uk 

At Peppard Church of England Primary School, we are committed to providing an inclusive learning environment where every child is valued and supported to achieve their full potential.

We believe that all pupils should be able to thrive and achieve within an inclusive school community, regardless of their individual needs or starting points. Our approach reflects the principles set out in the Special Educational Needs and Disabilities Code of Practice (2015) and the Children and Families Act (2014).

Our provision is also informed by the Department for Education’s SEND and Alternative Provision Improvement Plan – Right Support, Right Place, Right Time, which aims to ensure that children and young people receive the support they need early so they can thrive, achieve positive outcomes and be well prepared for adulthood.

Quality First Teaching is at the heart of our provision. Teachers adapt their teaching to ensure all pupils can access learning and participate fully in school life.

Identifying Pupils with SEND

Teachers continuously assess pupils’ learning and development to identify additional needs as early as possible.

A pupil may be identified as needing additional support through:

• ongoing teacher assessment and classroom observation
• monitoring of progress and attainment
• discussion with parents or carers
• information from previous schools or early years settings
• advice from external specialists or professionals

Early identification allows the school to put appropriate support in place so that children receive help at the earliest opportunity.

The Graduated Approach

Support for pupils with SEND follows the graduated approach outlined in the SEND Code of Practice:

Assess – Plan – Do – Review

• Assess: Teachers and the SENDCo identify pupils’ needs through assessment and observation.
• Plan: Strategies and support are planned in partnership with parents and pupils.
• Do: Support is implemented through classroom adaptations, targeted teaching and interventions.
• Review: Progress is reviewed regularly to ensure support remains effective.

This cycle ensures that provision is responsive and adapted to each child’s needs.

How We Support Pupils with SEND

Pupils may be supported in a variety of ways including:

• high-quality adaptive teaching in the classroom
• scaffolded learning approaches
• additional adult support
• targeted small group interventions
• one-to-one support where appropriate
• personalised strategies to support communication, behaviour or learning

Support may also involve collaboration with external professionals, such as educational psychologists, speech and language therapists or specialist advisory services.

Staff Expertise and Training

Our SENDCo works closely with teachers and teaching assistants to ensure high-quality inclusive practice across the school.

Staff receive ongoing professional development (CPD) to support pupils with additional needs. Training may include:

• autism awareness
• speech and language support
• social, emotional and mental health support
• strategies to support specific learning difficulties

This ensures staff have the knowledge and confidence to support all learners effectively.

Working in Partnership with Parents and Pupils

We believe that strong partnerships with families are essential to supporting pupils with SEND.

Parents and carers are involved throughout the process of identifying needs and planning support. Communication may include:

• regular discussions with class teachers
• review meetings with the SENDCo
• parents’ evenings
• written annual reports

Pupils are also encouraged to share their views about their learning so that they can play an active role in their development.

Monitoring and Accountability

Teachers regularly monitor pupil progress through ongoing assessment.

The SENDCo and senior leaders review SEND provision across the school to ensure support is effective and responsive to pupils’ needs.

A named governor for SEND monitors provision through visits and reports to the governing body.

Supporting Transitions

We recognise that transitions can be challenging for pupils with SEND. We therefore work carefully to support pupils when:

• starting at our school
• moving between year groups
• transferring to secondary school

Additional meetings, visits and information sharing may take place to ensure a smooth transition.

Accessibility and Equal Opportunities

The staff and governors at Peppard Church of England Primary School are committed to promoting equality and positive attitudes across the school community.

We aim to provide a fully accessible learning environment and make reasonable adjustments where necessary so that all pupils can access the curriculum and participate fully in school life.

Useful Links

• Children's Integrated Therapies Oxfordshire can provide free resources and advice that will support a broad range of needs.
• SENDIASS - Special Educational Needs and Disabilities Information Advice and Support Service or SENDIASS is a free, confidential and impartial service for parents and carers, children and young people (up to 25 years).
• National Autistic Society - Oxfordshire
• Local Links - Support provided across Oxfordshire

Concerns or Complaints

If parents or carers have concerns about SEND provision, they should initially speak to the class teacher or SENDCo. Further information about how concerns can be addressed is available in the school's complaints policy.

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