Home Page


Special Educational Needs and Disabilities

Special Educational Needs and Disabilities 1
Special Educational Needs and Disabilities 2
Special Educational Needs and Disabilities 3
Special Educational Needs and Disabilities 4


School SENCO - Mrs Leica Carter (NASENCo)

SLT advocate – Mrs Janet Baxter (Headteacher)

SEN Governor – Lindsey Hoult (Parent Governor)

Contact 01246 850389


Call Derbyshire 01629 533190

Derbyshire Information, Advice and Support Service for SEND 01629 533668

Independent Parental Supporters (Umbrella) 01332 785658



At Temple Normanton School, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Every teacher is a teacher of every child including those with SEN.


The Code of Practice 2014 states that;

‘A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age, or

  • has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.’


Not all pupils with disabilities have special educational needs and not all pupils with SEN meet the definition of disability but this policy covers all of these pupils.



We want to raise the aspirations and expectations for all pupils with SEN. Our school provides a focus on outcomes for children and not just hours of provision/support.



  1. To identify and provide for pupils who have special educational needs and additional needs.
  2. To work within the guidance provided in the SEND Code of Practice, 2014.
  3. To operate a ‘whole pupil, whole school’ approach to the management and provision of support for special educational needs.
  4. To provide a Special Educational Needs Co-ordinator (SENCO) who will work with the SEN Inclusion Policy.
  5. To provide support and advice for all staff working with special educational needs pupils.



There are four broad areas of need. The SEND Code of Practice 2014 describes these as;



Children and young people with speech, language and communication needs  (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.’


‘Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.’



Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation.  Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.’


‘Specific learning difficulties (SpLD), affect one or more specific aspects of learning.  This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.’



Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.’



Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties.’


Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.’


In our school we identify the needs of pupils by considering the needs of the whole child which will include not just the special educational needs of the child, for example

  • Attendance and Punctuality
  • Health and Welfare
  • Being in receipt of Pupil Premium Grant
  • Being a Looked After Child
  • Being a child of Serviceman/woman


Behaviour issues will not be identified as SEN but will, rather, be described as an underlying response to a previously listed need.



  • It is the role of the class teacher to provide high quality teaching for all pupils. Teachers are responsible and accountable for the progress and development of all pupils in their class, including where pupils access support from teaching assistants or specialist staff.

  • High quality teaching, differentiated for individual pupils, is the first step in responding to children who have or may have SEN. The Code of Practice suggests that pupils are only identified as SEN if they do not make adequate progress once they have had all the intervention/adjustments and good quality personalised teaching.

  • Additional intervention and support will be provided for children who do not make adequate progress and will be received in addition to good quality teaching.

  • The school regularly and carefully reviews the quality of teaching for all pupils, including those at risk of underachievement through regular teaching observations. Training opportunities are provided to improve teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. This may be provided in school by the SENCO or other professionals or through CPD opportunities.

  • The school holds four termly meetings where formative assessments and expectations of progress of all pupils are reviewed. Where expected progress has not been made, the school may decide to make special educational provision. The decision to offer additional intervention will not be viewed as criteria for identifying pupils as SEN.

  • The school will provide pupils with appropriate intervention which will be planned and delivered over an agreed time scale. The impact of the intervention will be reviewed, resulting in the child either exiting the intervention or revisiting this or a similar intervention. The ‘assess – plan – do – review’ cycle will continue for such pupils. Where children make less than expected progress, or no progress at all, and have fallen to working a year below age related expectations, they will be closely monitored. Interventions will continue to be provided and evaluated and, where little or no progress continues, the child will be entered onto the SEN register.

  • Parents, families and children will be invited to discuss the child’s needs and will be informed of the intervention support in place to help the child make progress. The decision to place pupils on the SEN register will be shared with parents, families and children, who will be given the opportunity to be involved in setting targets and in reviewing progress made.

  • The school recognises that pupils may have needs in other areas, such as Communication and Interaction, Social Emotional and Mental Health Difficulties, and Physical and Sensory. Where these needs cause a barrier to learning children will be provided with intervention support and the outcomes will be monitored. Outside agencies and professionals will be consulted where necessary to carry out observations and specialised assessments. Actions will be taken on advice of such professionals. This will be evidenced and evaluated in terms of impact on learning.


Following the involvement of outside agencies and acting on all advice given, the school may decide to make an application for an Education and Health Care plan based on the high level needs identified in the child. Parents will be fully involved in this process.



  • The school uses a provision map to manage the needs of all pupils in the school. Formative assessments and expectation data is shared in school meetings and used to identify pupils in need of additional intervention. Appropriate interventions are agreed and the child is entered onto the school provision map by the SENCO. Criteria for exiting the intervention is also entered. The SENCO provides teachers with a copy of the provision map for their class.

  • The class teacher ensures the child receives the intervention and monitors the attendance of the intervention. The class teacher also ensures that the intervention transfers back into the classroom and is incorporated in daily high quality teaching.

  • The class teacher uses evidence from classwork and formative assessments to update their copy of the provision map at the end of the intervention and evaluates this in terms of impact on learning.

  • Termly meetings are held to share formative assessments and expectations to decide whether children have met the criteria for exiting the provision or whether the cycle needs to be repeated. Whilst the cycle may need to be repeated, it may be necessary to change the intervention. The school SENCO uses this information to update the provision map and to provide class teachers with copies. These termly review meetings are used to inform pupil progress meetings with parents and children.

  • Where cycles have been repeated numerously, with changes to interventions made where necessary, and where a child’s attainment has fallen to working one year below age related expectations, the child will become a ‘cause for concern’ and will be monitored closely. Interventions will continue to be provided. If the child continues to make less than expected progress or no progress at all, they will be entered onto the SEN register.



When children are working broadly in line with their peers, with or without Wave 2 intervention, they will be removed for the SEN register. Parents will be informed of this decision. These children will be closely monitored to ensure progress remains in line with age related expectations,



The Local Offer - What is the ‘local offer’?

The Government has asked all Local Authorities in the UK to publish, in one place, information about the services and provision they expect to be available in their area for children and young people from 0 to 25 who have Special Educational Needs and/or a Disability (SEND).  This is known as the Local Offer. The local offer provides information on the services available to children, young people and their families. It details what can be expected from a range of local agencies, including education, health and social care allowing you more choice and control over what support is right for your child. This information along with links to other agencies can be found at http://www.derbyshiresendlocaloffer.org/



It is a statutory requirement for schools to provide a SEN Information Report (Regulation 51, Part 3, section 69(3)(a) of the Act. All information regarding the management of SEN can be found in this SEND Policy.


School admission arrangements details can be found here  http://www.templenormantonschool.co.uk/admissions/



The school makes sure pupils are able to access exams and other assessments by making necessary applications in accordance with the Access and Arrangements guidance.



The school plans transition days for children changing class within the school. Year 6 pupils are offered transition days by the local secondary schools. For the purposes of SEN pupils transferring to secondary school, transition meetings are held and transition plans are created. Pupils are fully supported by their SENTA during the transition process.



Information regarding the management of medical conditions of pupils can be found on the school website – http://www.templenormantonschool.co.uk/school-policies/



The school recognises that pupils 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. Some pupils may also have special educational needs (SEN) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed. Details of the arrangements in place to support pupils at school with medical conditions can be found in the policy ‘Managing the Medical Conditions of Pupils’ http://www.templenormantonschool.co.uk/school-policies/



The school regularly and carefully monitors and evaluates the quality of provision offered to all pupils. This is done by regularly auditing the needs of the children against the provision available, ensuring all needs can be met. Evaluations of interventions are used to inform audits regarding the effectiveness of provisions and changes are made accordingly. The regular evaluation and monitoring ensures that we are continually reviewing and improving the provision for all pupils.



  • SEN is funded by school budget, the award of TAPS or TAEYS funding, the award of a Statement or Education and Health Care Plan, or, in the case of a child being in eligible for free school meals, through Pupil Premium Grants.

  • Staff training needs are identified through appraisals, action plans and the School Improvement Plan.

  • In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. This may be through training meetings, INSET training or through CPD courses.

  • All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual pupils.

  • The school’s SENCOs regularly attend the LAs SENCO network meetings in order to keep up to date with local and national updates in SEND.



  • The SEN Governor is the link between the governing body and the school in relation to pupils with SEN. Their role is to help raise awareness of SEN issues at governing body meetings and give     up-to-date information on SEN provision within the school. They also help review the school's policy on provision for pupils with SEN and ensure that parents have confidence in this provision.

  • The SEN Teaching Assistants work under the guidance of the SENCO, Class Teacher and external agencies and professionals to support the education of pupils who need particular help to overcome barriers to learning.

  • Mrs Janet Baxter is the designated teacher with specific safeguarding responsibility. This role is to ensure that proper procedures and policies are in place and are followed with regard to safeguarding issues.

  • Mrs Janet Baxter is responsible for managing PPG/LAC funding.

  • Mrs Janet Baxter is responsible for managing the school’s responsibility for meeting the medical needs of pupils.



Documents are stored securely in a locked filing cabinet, or electronically, on a secure part of the server or on encrypted USB sticks. Documents are stored until a child changes school where they are passed on. Documents are stored in line with the school policy on Information Management.



The policy will be reviewed yearly by the Governing Body and will be updated by the SENCO.



  • The DDA, as amended by the SEN and Disability Act 2001, placed a duty on all schools and LAs to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans.

  • The school’s Accessibility Plan is available in school and is updated yearly.

  • Parents and staff are sent questionnaires to ascertain the needs of pupils. Pupil’s needs are constantly reviewed and actions are carried through.

  • School constantly reviews accessibility issues which affect learning, modifying learning areas, purchasing specialised equipment and involving experts in their field. For example;

  • Installation of lever taps in the toilets in the main block for children with physical needs,

  • Touch screen computers,
  • Disabled toilet in new EYFS build,
  • Tools for disabled children e.g. special scissors.
  • School increases and promotes access for disabled pupils to the school curriculum and the wider curriculum including after-school clubs and school visits. This is achieved by;
  • providing SENTA’s with additional hours to those given on a statement,
  • purchase of ICT software,

  • more TA hours for classes when necessary,

  • applications for TAPS/TAEYS hours,

  • after school clubs open for all,

  • opportunities for all children to take part in school activities, visits and extra-curricular activities with appropriate support when needed,

  • extra TA support for swimming lessons where needed,

  • resources to support teaching and learning,

  • use of Makaton for communication.

    The school improves the delivery of written information to disabled pupils by;

  • Use of visual timetables,

  • Pictures to help children make choices,

  • Paper/books specialised for children with visual impairment,

  • Coloured overlays and reader strips for reading white paged books.


There is an open door policy in school. When parents wish to speak to key staff, the aim is to see them within the same day. Staff are available in the morning for making appointments and at the end of each day to speak to parents.



The school takes complaints seriously and we are keen that you should be completely satisfied about your child's education whilst at Temple Normanton Primary school.  We encourage feedback on our services from parents and pupils. We are, therefore, interested in feedback of all kinds, whether it be comments, compliments, or complaints. If you want to register a comment of any type about the school you can do this by writing/emailing, telephoning or filling out the feedback form.  http://www.templenormantonschool.co.uk/comments-and-feedback-form  All feedback is welcome and keeps us in touch. If, in particular, you have a complaint about the school, please let us know. It is better that these things are shared openly and resolved fairly, rather than being allowed to damage the relationship between the family and the school. There will be no negative consequences arising from making a complaint and we will deal with the issue as confidentially as possible.   In relation to making a complaint please follow this link to our complaints policy. http://www.templenormantonschool.co.uk/school-policies/



The school’s Bullying policy outlines the steps that are taken to ensure and mitigate the risk of bullying of vulnerable learners at school. Click the link to see our policy. http://www.templenormantonschool.co.uk/anti-bullying/

Parent partnership - confidential impartial help, advice and support for parents and carers around special educational needs and exclusion.