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Academic, Pastoral, Medical and Social Support for Children with SEND

What pastoral, medical and social support is available in school for children with SEND?

At Shotton Primary School provision for all pupils is delivered according to an identified level of need. All pupils have the right to expect good to outstanding teaching from a range of highly skilled and qualified staff. Learning should be differentiated in class to meet wide ranging needs. This differentiation can involve diverse techniques; different expected outcomes or ways of recording or accessing information; multi-sensory approaches and learning which accounts for different learning styles. This should not be seen as an exhaustive list.


We pride ourselves on being a supportive school which endeavours to meet the diverse needs of all of our children.


Teaching and Learning

 Specifically we are able to provide:

  • Targeted intervention programmes, such as 'Catch up Literacy, ‘Numbers Count’ , ‘LEXIA’, Toe by Toe and ‘Talk Boost’
  • One to one individual support within lessons
  • Intervention at the point of need to ensure that misconceptions are addressed at the earliest possible time.
  • Regular (sometimes daily) individual one to one intervention
  • Small group support within lessons.


Pastoral, Social and Emotional Support Programmes

Specifically we are able to provide:

  • Time to talk counselling sessions with a trained counsellor, which operate on two dinnertimes, which can be accessed by all  children through a self-referral system
  • Designated counselling sessions with our two trained counsellors (Helen Cossar and Carol Gash)
  • RELAX kids
  • Lego Therapy
  • Connecting with Children
  • We employ a full-time Safeguarding and Attendance Officer, Mrs Collins, to provide timely support and intervention as needs are identified and judged as being necessary.
  • Social and Emotional resiliance development programmes for vulnerable children   and including those children who may be at risk of exclusion.
  • 6-8 week support sessions for identified families and parents with Karen Harrison our PSA (Parent Support Advisor).


We have a designated resource base called 'Our  Space' which has been totally refurbished using Pupil Premium Funding. This facility provides Mrs. Collins with a designated space from which to work where children receive appropriate support and intervention throughout the school day. This enables us as a school to draw upon her skills, expertise and experience in an unprecedented way.


Medical Needs

Specifically we are able to provide:

  • Individualised Healthcare Plans with recommended approaches implemented consistently
  • Trained staff with first aid qualifications including paediatric first aid.
  • Appropriate equipment available to meet individual care plans and specialist needs. It is vital that such equipment is fully maintained and meets all statutory requirements in terms of health and safety.


We firmly believe that SEND is a partnership with  school, parents, children and outside agencies. As such we have shared responsibilities. As a school we reserve the right to refuse admission for any child if it is judged that attendance at school would put children and/or staff at unnecessary risk- for example if necessary medication is not provided by parents/carers. We judge these situations as a clear safeguarding issue.


The Kinds of SEND for which provision is made at the school.

At any one time we have a wide range of children with very diverse needs. As a school we pride ourselves on ensuring that we do all we possibly can within the constraints of a mainstream setting to meet the needs of all children with specific special educational needs and disabilities. There are now four broad areas of SEND, these are:

  • Communication and Interaction

This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs.

  • Cognition and Learning

This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties.

  • Social, Emotional and Mental Health Difficulties

This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn.

  • Sensory and/or Physical Difficulties

This area includes children with hearing impairment, visual impairment, multi- sensory impairment and physical difficulties.




Access to Teaching, Learning and the Curriculum for Every Child

From September 2014 all state maintained schools in England have been required to follow a new national curriculum, the content of which is statutory, irrespective of children’s individual needs.


Our approach as a school is integral to the success of delivering such a statutory curriculum for our children. All children including children with special educational needs and/or disabilities should reasonably expect:

  • A broad and balanced curriculum.
  • An appropriate range of teaching and learning styles.
  • Differentiated materials, both for reinforcement and extension.
  • Where appropriate a SEN support plan which follows the 'Plan, Do and Review' model of best practice.
  • Appropriate access to ICT, equipment and specialist resources and advice for staff and parents/carers.
  • Appropriate additional in class support at the point of need.
  • Appropriate additional out of class support at the point of need.
  • Appropriate flexible groupings (including small group work).
  • An innovative and supportive curriculum which ensures that children acquire necessary basic skills to enable them to make a positive contribution.
  • The appropriate use of rewards and sanctions.
  • Mentoring and counselling.
  • Access to extra-curricular activities.
  • Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.