Trafalgar Road, Colchester, Essex CO3 9AS

01206 573519

Lexden Primary School

Community, Courage, Curiosity and Commitment

SEND Policy


Lexden Primary School with Nursery and Enhanced Provision for Hearing Impaired Pupils

Special Educational Needs and Disability (SEND) Policy



This policy complies with the statutory requirement laid out in the SEND Code of Practice 0-25 (July 2015) 3.65 and has been written with reference to our school’s SEND Information Report.  This policy has been written in line with the National Association for Special Educational Needs (NASEN) guidelines 2014.

SECTION 1: Lexden Primary School’s Beliefs and Values Regarding SEND

Lexden Primary School is committed to providing an appropriate and high quality education to all children.  Our school provides a broad and balanced curriculum for all children.  The Early Years Foundation Stage Framework and National Curriculum are our starting points for planning that meets the specific needs of individuals and groups of children.  When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs.  Some children have barriers to learning that mean they have special needs and require particular action by the school.

Our aims are:

  • To provide a caring whole-school environment within which all children can learn and develop;
  • to ensure that the contributions and achievements of all children are valued and celebrated, so that all children experience the success which is essential for developing self-esteem;
  • to ensure the involvement of all staff in maintaining high expectations for all children and responding to the needs of all children;
  • to work in a person centred way with parents/carers so that they are able to play their part in supporting their child’s education and aspirations;
  • to ensure that the child is involved in the planning and reviewing of his/her progress
  • to promote the appreciation of children as individuals with differing interests, knowledge and skills;
  • to ensure that SEND support is seen as an entitlement for children who need it, rather than as a special addition to their education;


The SEN Co-ordinator for the school is Miss Scarlett Puttick. Miss Puttick is a qualified teacher and also one of the schools Deputy Head Teachers. She can be contacted via the school office on 01206 573519. The SEN Governor is Mrs Janet Ortega.

The SEND Policy has been shared and agreed with staff and governors. The policy was also agreed by parents who were part of the SEND Working Party.





SECTION 2A: Lexden School’s Approach to SEND

Children have special educational needs if they have a learning difficulty that calls for special educational provision to be made for them.


Children have a learning difficulty if they:

  • have significantly greater difficulty in learning than the majority of children of the same age;
  • have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority;
  • are under compulsory school age and are likely to fall within the definitions above when they reach compulsory school age if special educational provision is not made for them;


Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.


SECTION 2B: Specialisms and Special Provision


The school has an enhanced provision for Hearing Impaired children (ENPRO for HI). These children are based in their appropriate mainstream classes where they are supported at all times by specialist teaching assistants. They are also withdrawn as appropriate to work with the teachers of the deaf, other specialist staff and visiting professionals in order that they are included in the class at other times.

Our hearing impaired children are included in all aspects of the life of the school. School staff are given Deaf Awareness training, and use radio aids in the classroom. They are encouraged to attend training to acquire British Sign Language skills. The classrooms are carpeted to reduce background noise and the listening of all children is enhanced by the provision of Sound Field Systems. A radio microphone is used in the hall. At assemblies, visiting theatre productions etc. there is always signed support for any hearing impaired children participating or watching. All children are exposed to deaf awareness and sign language from Nursery onwards enabling them to understand and communicate with their hearing impaired peers.

The Lead Teacher of the Deaf is Kate Purcell.

The school also has a Nursery that takes hearing impaired children as soon as they are 3 years old and other children when they are rising 3 years and 6 months. The nursery teacher is experienced in identifying Early Years SEND, and liaises with the SENCo if any children need to be placed on the Special Educational Needs Register.


SECTION 3: Identifying Special Educational Needs

The code of practice describes four broad categories of need: 

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs


Early identification is essential. We identify an area (or areas) of need and then work out what action we need to take, in discussion with parents/carers and outside agencies where appropriate. This process of identification is multi-dimensional, for example:


  • when concerns are raised by parents/carers, teachers or the child;
  • when limited progress is being made in accordance with age related expectations;
  • if there is a change in the child’s behaviour or attainment;
  • when concerns are raised by external agencies (e.g. GP or school nurse);
  • if information is provided from the previous setting (e.g. pre-school);


We are aware that other factors may impact upon progress and attainment, such as:

  • disability
  • attendance and punctuality
  • health and welfare
  • English as an additional language
  • being a Looked after Child
  • being a child of a serviceman/woman


SECTION 4a: A Graduated Approach to SEND Support

The graduated approach as set out in the Code of Practice is assess, plan do, review.  This is the cycle the school follows. This is revisited, refined and revised with a growing understanding of the child’s needs.

Each child’s education will be planned for by the class teacher as part of high quality teaching. It will be differentiated according to the child’s individual needs. This may include additional general support by the teacher or learning support assistants in class.

If a child’s needs relate to more specific areas of their education such as spelling, handwriting, Maths or English skills then the child may work in a small focus group. This may be run by the teacher or learning support assistant. The length of time of the intervention may vary according to need but will be monitored regularly. There are Pupil Progress Meetings held once a half term by the Headteacher and the SENCo; the class teacher attends these and all support is evaluated.

All children who are identified as SEND have targets and an action plan in place. The ‘one planning process’ involves the family, child and other relevant professionals. This process will identify planned outcomes for the child and how they may be achieved.


The class teacher working with the SENCo carries out an assessment of the child’s needs based on the teacher’s assessment and experience of the child, their previous progress and attainment, the views and experience of parents/carers, the child’s own views and, if relevant, advice from external support services. This assessment is reviewed regularly.


The teacher and the SENCo agree in consultation with the parent/carer and the child the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a timescale. A support plan is put in place; this is recorded on a ‘next steps’ plan and a one-page profile, and the conversation is summarized.  All teachers and support staff who work with the child are made aware of the child’s needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required.


The class teacher remains responsible for working with the child on a daily basis. The class teacher works closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCo supports the class teacher in doing this and in the further assessment of the child’s particular strengths and weaknesses and advising on the effective implementation of support.


The effectiveness of the support and interventions and their impact on the child’s progress is reviewed as agreed at the planning stage. The impact and quality of the support and interventions are evaluated, along with the views of the child and their parents/carers. This helps to feed back into an understanding of the child’s needs. The class teacher, working with the SENCo, then revises the support in light of the child’s progress and development.  Any changes to the support and outcomes, in partnership with the parent/carer and child, are made and an updated ‘next steps’ and summary of the conversation are made. 


When a child’s needs are more complex and the resources available to the school are not sufficient to meet the needs (see Section 9) then an educational, health and care needs assessment may be undertaken by the local authority which may result in an Education, Heath and Care plan (EHCP) developed. This is developed in collaboration with the family, child and, as appropriate, other relevant professionals. Parents/carers can access additional information from the Essex Local Offer which can be found on the Local Offer website

SECTION 4b: Managing Pupils Needs on the SEN Register

Our school uses the Essex Provision Guidance Toolkit to determine the level and type of provision required.  A child is added to the SEN register when provision required is consistently provided across the curriculum which is additional to that provided through classroom support. Where the child requires further support we will consult with external agencies, where appropriate, in consultation with parents/carers and children.

Class teachers, parents/carers, children and the SENCo work together to create a person centred support plan with clear outcomes. The class teacher, supported by the SENCo, is responsible for maintaining and updating the plan. It is the teacher’s responsibility to evidence progress according to the outcomes described in the plan. Plans are reviewed on an agreed date and at least twice yearly.

SECTION 5: Criteria for Exiting the SEN Register

They will then be monitored to ensure progress is maintained.  If a child no longer requires continued and consistent Additional School Intervention Support provision, as determined by the Essex Provision Guidance Toolkit, they will be removed from the SEN register.  They will then be monitored to ensure progress is maintained. 

SECTION 6a: Supporting Pupils and Families

We work hard to include parents/carers in their child’s education.  We firmly believe that home and school should work together in partnership and we are always happy to answer any questions or concerns.  We encourage the involvement of parents’/carers’ support at home, in class and with specific education events and visits.   

Where the school or parents/carers consider that advice from another professional needs to be sought to best support a child further, we will work together to access this pathway and implement recommendations in school.  Parents/carers would be expected to mirror this at home and an open dialogue about progress or problems is encouraged.

We support the child/pupils and families through:

  • planning and review meetings
  • advice on how to support learning at home
  • regular contact between home and school, e.g. home/school book, email or text
  • individual child/teacher conversations
  • Home School Liaison Worker
  • home visits
  • attendance at review meetings
  • joint working visits with other professional services


Following a school or self-referral, parents/carers and children can also receive support from the following agencies:

  • School Nurse/Doctor
  • Social Services
  • EWMHS (Emotional Wellbeing Mental Health Service)
  • DCFS (Deaf Child and Family Services)
  • Family Solutions
  • Educational Welfare Service


Following a school referral, parents/carers and children can also receive support from the following agencies:

  • Educational Psychology Service
  • Specialist Teacher Team


Lexden Primary School's SEND Information Report is available on the school website. Parents/carers can also access additional information from the Essex Local Offer which can be found on the Local Offer website

Transition Arrangements


Parents/ carers are encouraged to complete a profile about their child. The Nursery teacher contacts health professionals where additional information is required.

For children entering the Reception class, having not attended our Nursery, the class teacher and Headteacher visit preschool settings to ensure a smooth entry into school. Information regarding any child’s special educational needs is gathered and a transition meeting with other agencies involved is held.

For children transferring to secondary school the SENCos of both schools meet to ensure that they are ready to meet the needs of the child concerned. Secondary staff are also invited to review meetings in the summer term, where individual transition plans will be agreed.

All SEND school records will be passed on to the secondary school to which the child transfers.

Parents/carers of children who have a statement of SEN/EHC plan are invited to discuss transitional provision with the potential secondary school at a Transition Review in Year 5.

Some extra visits to the secondary school may be arranged for children with SEND in the summer term prior to transition to the school.

Where a child is entering Lexden Primary School during the primary years, the school will endeavour to gain as much information as possible about previous support from the family, child and the previous school.  This may also require contact with outside agencies.

Where a child leaves Lexden Primary School during the primary years, the school passes on all SEND school records to the new school.

Admission Arrangements


Our admissions policy can be found on the school website.

SECTION 7: Supporting Pupils at School with Medical Conditions

Our school recognises that children at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010. Supporting pupils with Medical Conditions: statutory guidance DfE April 2014

Some children may also have Special Educational Needs and may have an Education, Health and Care Plan. This brings together health and social care needs, as well as their special educational provision following the SEND code of practice (2015).

Children with identified medical conditions have an individual Health Care Plan, written in partnership with parents/carers, SENCo and the Health and Safety Co-ordinator.

The school provides staff training to support the medical needs of children and regularly shares and updates information relating to medical needs with all relevant staff.

Lexden Primary School’s Medical Policy can be found on the school website or is available from the school office,


SECTION 8: Monitoring and Evaluation of SEND Provision

We monitor and evaluate the impact and quality of SEND provision through a combination of the following:

  • annual reviews and a person-centred (‘one planning’) process;
  • pupil progress meetings;
  • performance management observations and discussions;
  • observations and discussions with staff;
  • lesson observations;
  • book scrutiny;
  • monitoring of intervention groups through observation and data analysis;
  • discussions with parents/carers;
  • analysis by the senior leadership team of whole school data;
  • pupil and parent/carer voice through questionnaires;
  • monitoring by the lead governor;


The above forms part of the ongoing 'Assess - Plan - Do - Review' cycle.

The SEND Governors have responsibility to monitor and challenge the provision for children with SEND and additional needs.


SECTION 9: Training and Resources

The Headteacher and the SENCo meet annually to agree on how funding which has been allocated to support special educational needs should be employed. The Headteacher informs the governing body on SEND funding arrangements.


The funding for SEN in school comes from 3 elements:


Element 1: Key Stage funding

Every school receives funding for each child on the school roll; children with SEND are allocated resources from this element of funding.


Element 2: Notional funding

The school is allocated additional money from the local authority to fund support for children with SEND.


Element 3: Funding for pupils with a Statement of SEN or EHC plan

This is additional needs led money allocated to individual children through a statement of SEN or EHC plan, from the Local Authority as deemed appropriate.


The funding for the UHI is dealt with separately; it is delivered to school as a delegated budget by Essex County Council as a High Needs Block.


Staff training needs and resources are identified through the 'Assess - Plan - Do - Review' cycle and are planned according to:

  • whole school priorities;
  • group or individual needs;
  • staff needs agreed through individual staff performance management;

SEND courses and signing courses are offered to staff for whom they will be relevant, assuming there are no financial constraints. Training sessions held at our school or one of the cluster schools, using in-house expertise or visiting professionals, have proved very effective.


All teachers undertake an induction on taking up a post. When first appointed, all support staff are assigned an experienced mentor.

The school's SENCo regularly attends the Essex SENCo update meetings in order to keep up to date with local and national developments in SEND.

All staff have access to the Essex Provision Guidance Toolkit and the Essex Local Offer.

SECTION 10: Roles and Responsibilities

It is the statutory duty of the Governors to ensure that the school follows its responsibilities to meet the needs of its pupils with SEND, following the requirements of the SEND Code of Practice 2015.  They may be contacted via the school office.

  • SEND Governor: Mrs Janet Ortega
  • Teaching Assistants are line managed by the Senior Leadership Team
  • Designated Safeguarding Lead Teacher: Mr Alex Candler, Headteacher
  • Pupil Premium Grant: Mrs Emson Sewell
  • Looked after Children funding: Mr Alex Candler, Headteacher
  • Management of the medical needs of pupils: Mrs Kirsty Bass, Health and Safety Co-ordinator

SECTION 11: Storing and Managing Information

All SEND documents are stored in locked filing cabinets. This is line with the school’s e-safety, information management and confidentiality policy. Please see these policies for further information. Documents are stored for 25 years.

SECTION 12: Reviewing the Policy

This policy will be reviewed in 2019.

SECTION 13: Accessibility

The Equality Act 2010, placed a duty on all schools and Local Authorities to plan to increase 'over time' the accessibility of schools for disabled peoples and to implement their plans. Our school has an Accessibility Plan and Strategy, available in school and on the school’s website.

SECTION 14: Dealing with Complaints

All complaints are dealt with in line with the Complaints Policy, which is available from the school office on or the school’s website,

Feedback is welcomed and we encourage stakeholders to raise any questions or concerns at an early stage so that problems can be resolved quickly and informally.

SECTION 15: Bullying

Our school takes all possible steps to mitigate the risk of bullying to all vulnerable learners. Please see the school’s Anti-Bullying Policy and Behaviour Policy, which is available from the school office or on the school’s website,

SECTION 16: Appendices

The policies referred to throughout this document are referenced on the school website or through the school office.  The school SEND Information Report can be found on the school website,


Approved: December 2018 by the Full Governing Body

To be reviewed in line with the school’s policy review schedule