Meppershall C of E VA Lower School

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Meppershall Church of England Academy

Special Educational Needs Policy 2017/18

SENDCo: Mrs Alyssa Gunn

SEND Governor:  Mrs D Abbatt

Contact details: school office 01462 813293



We believe all children are entitled to a broad and balanced curriculum, appropriately differentiated to meet individual needs. Early identification and intervention of those needs will ensure every child makes progress and experiences success.


We value a working partnership with parents and external agencies that helps ensure a sharing of information, consistency of approach and the best use of professional advice.



  • To enable all children to reach their potential
  • To allow access to the curriculum for all pupils
  • To work in a manner that supports and enables inclusion
  • To provide individual educational programmes with resources appropriate to the needs of the child
  • To facilitate independent learning
  • To ensure early identification of needs
  • To monitor and assess regularly the progress of each child
  • To carry out an annual review of policy and practice to ensure continuing development of teaching and learning
  • To ensure that the Governing Body, staff and parents are aware of and endorse the school’s policy
  • To encourage a shared responsibility and partnership between school, parents, pupils and external agencies
  • To encourage and develop staff awareness of types of individual need at all levels


Procedural Statements

The Governing Body has appointed an SEND Governor (Mrs Dawn Abbatt) to represent the Governors with special responsibility for Special Educational Needs and a SENDCo (Mrs Alyssa Gunn). Both can be contacted through the school office. The 2014 Code of Practice states that a child or young person has SEND if “they have a learning difficulty or disability which calls for special educational provision to be made for him or her. Special educational provision or training provision that is additional to or different from that made generally for other children or young people of the same age.”



The SENDCo undertakes the following duties:-


  • responsibility for the day to day operation of Special Educational Needs (SEN) policy
  • maintain an up-to-date profile of individual needs
  • liaise with and advise other staff members to enable early identification of individual needs
  • liaise with external support services
  • maintain the school’s SEN Profile
  • liaise with parents
  • facilitate and implement in-service training
  • review equipment and resources
  • to plan and chair review meetings
  • Supervision of Teaching Assistant support
  • Advising colleagues of strategies/materials/resources to facilitate learning for individual children
  • Reporting to governors
  • Applying a graduated response to the assessment of children with SEND


Identifying SEND

A child will be identified through baseline and ongoing assessments by the teachers and brought to the attention of the SENDCo if progress is less than expected, in spite of high quality differentiated classroom teaching targeted at the child’s area of weakness. The SENDCo will then work with staff and parents to investigate this further and may engage the help of external agencies, such as the Educational Psychologist or Speech and Language Therapist, in order to identify the area of need. The child’s name will then be entered on the SEN profile as needing SEN support.


The Code of Practice 2014 outlines the four broad areas of need as:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical needs


Special Educational Provision:

Firstly teachers are responsible and accountable for the progress and development of the children in their class. This is through high quality teaching, differentiated for all children including those children who may have SEND.

A child with an identified need will be recorded on the SEND profile and have an Individual Education Plan (IEP) where necessary. In the majority of cases an IEP is drawn up by the class teacher and discussed with parents and the child during a half termly IEP meeting and of any subsequent changes between the stages of assessment.  The targets identified on the IEP will be specific and measurable so that progress is easily identified and will outline the support given. This may take the form of differentiated activities, increased adult intervention, adaptation of resources, additional adult support in groups or one-to-one. Occasionally children are withdrawn for small group or one to one activities.


In the majority of cases the effective management of IEP’s, and the provision specified on them, will enable the child to make progress.  If a child or young person continues to make less than expected progress, in spite of special education provision and the involvement of outside agencies, the SENDCo will follow the statutory guidance on requesting an assessment for an Education, Health and Care plan (EHC).


The Local Authority will then decide if extra resources and funds will be required outside the school’s normal provision.


All EHCs/ statements are reviewed annually with all relevant bodies being invited to attend and make recommendations with regard to the child’s progress and future provision. The continuation of the EHC/statement will be considered and new targets set if appropriate.


(Please refer to the Central Bedfordshire Guidance on Special Educational Needs for more information. )


At any time if the teacher, support staff, SENDCo, parents and Head teacher agree that the pupil’s needs can now be met within the scope of usual class differentiation the child’s name will be removed from the SEN Profile. Their progress will continue to be closely monitored.


Parental Involvement

As stated in the Code of Practice (2014), parents should be fully involved in the decision-making process, understand the purpose of any intervention or programme of action and be informed of the Parent Partnership Service when individual needs are identified.



Resources are provided to enable curriculum access for all children either through the school or outside agencies. This may also be through additional adult support, ICT and curriculum resources.



Meppershall Academy’s admissions policy will apply. Children with SEND will be treated as fairly as all other applicants for admission.



Depending on their nature, these will be dealt with in the first instance by the class teacher, then the SENDCo. If the matter is not resolved, then it will be dealt with by the Head Teacher and if necessary by the Governing Body. Parents are encouraged to contact the Parent Partnership Service ( tel 0300 3008088) for support and advice.


Criteria for success

The effective implementation of the policy will be demonstrated by:

  • Positive parental involvement
  • Communication between SENDCo and teaching and support staff, which leads to positive outcomes for children with SEND
  • Progress of children with SEND which matches their abilities
  • Early identification, assessment and provision of children with SEND
  • Accurate record keeping for all children with SEND
  • Annual Report to the Governing Body
  • Creating a Christian environment in which individual differences are recognised and valued


Policy Updated:  September 2017                                     Approved by Governing Body