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SEN Information

Special Educational Needs and Disabilities Report to Parents

SEN Information Report For Parents 2017



Northdown Primary School

Annual Report to Parents on the implementation of the SEN Policy

2015 to 2016


SENCO:               Mrs T. Thomson      

Ofsted June 2014

The proportions of disabled pupils and those who have special educational needs supported at school action, at school action plus or with a statement of special educational needs are all above the national average. The majority of these have behavioural, emotional and social difficulties and speech, language and communication needs.



Northdown Primary School is an inclusive school and our vision is for all children to have access to the curriculum at an appropriate level, so that they can learn to the best of their ability at all times.

We aim to identify any extra needs that pupils have, as early as we can, so that we can put useful support in place that will have an impact. This support may be delivered by teachers, teaching assistants or one of our specialist support staff who have expertise in specific areas such as speech and language.

When children appear to have complex needs we will seek support from outside agencies such as the Specialist Teaching Service, SALT (Speech and Language Therapy) or Camhs (Child and Adolescent Mental Health Service).

We always keep parents informed about their children’s progress and any extra provision that we may provide, and our Inclusions Manager, Tracey Thomson, is available to talk to parents who are concerned about their children’s progress.


Policy for Special Educational Needs.


The policy was reviewed following the new SEN Code of Practice. All stakeholders were consulted as the policy was written. Parents were spoken to during meetings, staff were consulted and it was taken to the Governors to be ratified. 


Number of Pupils with SEN.


The number of children with SEN fluctuates over the course of the year as children move up down and off the register or as children join the school or leave part way through the year. 


March 2016



SEN support



Total EHCP



Total SEN for School




Types of SEN


This has varied across the year, in March 2016 the distribution is as follows



Cognition & Learning  

Social, emotional & Mental Health issues  

Communication & Interaction  

Physical Sensory

Education Health Care Plans or Statement

Year N






Year R






Year 1






Year 2






Year 3






Year 4






Year 5






Year 6
















Throughout the school year the SEN register is updated in line with Government and TKAT policy and guidance. This year the criteria and areas of need have changed slightly, therefore updating the SEN register. These changes have resulted in a reduction of numbers of pupils being recorded on the SEN register. Previously around 10% of pupils were identified on the SEN register; this has now reduced to around 5%.  The number of children with Education Health Care Plans or Statements has remained the same.  Throughout this year, 2 EHCP applications have been submitted and are pending.


Pupil Voice


All children meet with their class teacher where their targets are discussed.

Where appropriate pupils are invited to attend annual review meeting.

Northdown have an active pupil voice, School Council meet on a regular basis to discuss issues and events that they wish to impact or change. All pupils have the opportunity to participate.  




In 2015 to 2016 attendance for the school was 94% (to the end of July).

Overall attendance has risen and then declined slightly over the past five years:

2011-12 – 93%

2012-13 – 96%

2013-14 – 95%

2014-15 – 95%




In 2015 to 2016 fixed term and permanent exclusions were above National average.  These children were supported through Pastoral Support Plans, and advice support from external agencies through the Early Help Notification process. Northdown also access support from KCC, Enterprise Learning Alliance to reduce exclusions and access appropriate support for pupils.  


Budget Allocation.


SEN funding (from a notional budget) is used to provide TA support in all classes, partly pay for 1 to 1 support for children with higher levels of need, specialist resources and training, assessments by the Educational Psychologist, emotional support for families and children through specialist counselling, play therapy and emotional interventions.


Deployment of staff. 


Mrs Thomson has responsibility for SEN and Inclusion and has been SENCO since January 2015.  She is a qualified teacher and completed the National Award for SENCOs in January 2016.

Various SEN TAs are employed who support targeted interventions and pupils. HLTAs are employed to support classes and individuals as needed. In addition children with high level of need are supported on a 1 to 1 basis for at least part of the day.


External Agencies


The following agencies have been involved in supporting the school in meeting the needs of pupils with SEN this year.

  • Educational Psychologist

  • Speech and Language Therapist(1 day a week, employed by TKAT)

  • Universal Speech and Language Therapy Service

  • Specialist Teaching and Learning Service

  • < >

    Occupational Therapists

  • Foreland Inclusion

  • St Anthony’s Outreach

  • Place 2 Be

  • Enterprise Learning Alliance




Starting school, moving to secondary school or changing classes can be an anxious time for many children.  We liaise with feeder nurseries and onward schools to ensure that records and information are shared so that appropriate provision can be made. Within school extra provision is made for children who may find the change to a new classroom and teacher challenging.


Continuing Professional Development


The following whole school training for teachers and teaching assistant has been delivered this year.

  • Identification of children with SEN

  • Behaviour Management

  • < >

    Phonics and guided reading

  • Inference and Deduction

  • SEN

  • Quality First SEN training


In addition some members of staff have attended training in these areas


  • Language for learning

  • HLTA training

  • Makaton

  • Numicon Autistic Spectrum Disorder

  • Pathological Demand Avoidance

  • < >


  • Sensory Circuits Training

  • Attachment, trauma and anxiety


Parent and Carer involvement


Parents of children on the SEN register are kept informed about their child’s progress and targets through parent consultations twice a year when the SENCO is available to talk about any areas of concerns.  Individual provision maps are discussed with parents at these meeting.


Children with an Educational, Health and Care Plan are invited to an annual review and are formally asked for their views.


Additionally the SENCO is always available to meet parents by appointment by telephoning the school 01843 226077 or by emailing



Tracey Thomson

SENCO and Inclusion Manager


July 2016