SEND

During the school day, the lessons are adapted to ensure that all children will be able to access the curriculum provided for them within the class. For children with sensory needs, adaptations will be made to materials to ensure equality of access. Both the teacher and teaching assistant will provide support in groups or individually within the classroom.

We actively promote equal opportunities for all, with regard to gender, race, disability and faith.  The school promotes an environment which encourages pupils to respect themselves and each other, through an understanding of their own and other people’s cultures thus enabling them to contribute positively to the world in which they live.

If your child has an Education, Health and Care Plan, this will specify the support needed for your child. All further information regarding Educational Health Care Plans (EHCPs) is provided in a separate section below.  

For all other children with an identified additional need, either on our Special Educational Needs and/or Disabilities (SEND) register or not, the type of support given to your child will be reviewed at least termly by the class teacher. Additionally, the Special Educational Needs Coordinator (SENDCo) will oversee this support and ensure that each child is receiving the additional support required.  All parents will have the opportunity to discuss this at parents evenings throughout the school year.

When children have a particular need, we allocate resources appropriately and carefully. This will include the allocation of adult support. The SENDCo will liaise with the class teacher and teaching assistants to ensure that required resources are available. We also fund specialist equipment and resources and work carefully with outside agencies.  Our staff attend courses to support their work with pupils. For some children, the frequency of such provision may result in the school applying for additional funding to support a child, known as High Tariff Needs Funding.

Below is an outline of the support provided to children in each of the 4 areas of need:

Cognition and Learning:

On a class level, all children are taught using a Quality First Teaching approach in all lessons. This includes where needs are identified, adaptations are made to enable children to access learning and make expected progress from their starting point. 

The school offers a range of high-quality intervention that aims to support children in all areas of their academic learning. This can include support with reading, writing, spelling and maths. 

Within all of our curriculum, adaptations are made to ensure all our learners can showcase their skills and knowledge to develop passions in a wide range of subjects and topic areas. 

Communication and Interaction:

Our school supports communication and interaction through various strategies, including adapting language, providing visual supports, fostering a structured environment and promoting social skills development.

Throughout a child's journey, these approaches aim to create an inclusive environment where all students can effectively communicate and interact both with adults and their peers. Alongside this the school works closely with the Suffolk Speech and Language Team (SaLT) to ensure children who require additional support are able to access these specialists. 

Physical and Sensory:

The school is very proud to be able to offer a sensory room. This allows children access to a range of sensory toys and equipment to help them maintain a balanced sensory diet. Where required, a child may be offered brain breaks within the school day. This enables the child to have a short break from the classroom to reduce sensory stress. Brain breaks can focus on calming mindful activities or physical activities.

All classrooms are sensory and 'Autism friendly' to ensure learning is accessed by all children. As part of our class-based offer, children are able to access a wedge cushion, kick band, fidget toy, chew buddy and ear defenders depending on their individual need. 

Social, Emotional and Mental Health:

All children within the school are encouraged to talk about their emotions. This is supported by the 'Zones of Regulation' program. This is a visual program that encourages all children to identify their feelings and, if required, take small steps to help them to regulate these. 

 Every other term, all children in Year 2 and above complete a Stirling Wellbeing Assessment. This enables the staff to gain a better understanding of the child's views and how they perceive themselves to be feeling throughout the school day. If children require further support with their emotional regulation or wellbeing, ELSA sessions or Lego Therapy may be offered. 

Each class has a set of class rules developed during the first few weeks of the academic year. These are created alongside the children, enabling them to have some control over their learning environment. 

As a whole school, we have our Celebration Assembly on a Friday morning. During this, we identify children in each year group who have succeeded in some way in their school life and they will be given a 'Head Teacher's Award’ to mark the achievement which they can then take home. All children are also able to earn 'House Points' throughout the school day that are counted and celebrated during the Friday Assembly. Everyone is encouraged to ask the children about their achievements.

At Stradbroke Primary School, all children receive regular assessments to support their both academically and emotionally. The assessments used in school include NFERs, Language Link assessment, phonics assessment, dyslexia screener and teacher assessment. Children who are identified as requiring additional support either through these assessments or observation will be provided with additional support that is appropriate and required. 

If you have any concerns about your child, please speak to your child's class teacher; you do not have to wait for a parent's evening. At Stradbroke CE Primary School, the staff meet formally on a termly basis to review the needs and progress of the children and more regularly informally at staff meetings where concerns are shared and options for support are discussed. Any concerns raised by parents are shared with appropriate professionals, usually the Special Educational Needs Coordinator (SENDCo) and school leaders. All are happy to meet with parents to discuss any concerns with parents/carers.

Social, Emotional & Mental Health Needs:

• Individual behaviour charts or contracts
• Staff & peer awareness and training
• Access to Behavioural Support Services/CAMHS/Social Services
• Adaptations made to access school trips and extra-curricular activities
• Nurture Groups
• Lego Therapy
• Specialist sessions with our children's counsellor
• Education Health & Care Plan (EHCP) or Statement of Educational Needs with regular review of short term targets and an annual review of long term targets
• Individual arrangements for SATS
• Additional planning/arrangements for transition
• Home/school liaison
• Additional access to adult ‘listening’ time
• Discreet adult monitoring to ensure support and safety

Communication & Interaction:

• Access to Speech & Language Therapy Service
• Access to County Inclusive Resource to support children with Autistic Spectrum Disorders
• Adaptations made to access school trips and extra-curricular activities
• Speech & Language group support
• Speech & Language individual support
• Staff & peer awareness and training
• Individual arrangements for SATS
• Additional planning/arrangements for transition.
• Sessions with speech & language therapist (SALT)
• PECS/Communication Aids
• ICT support

Sensory & Physical:

• Adaptations made to access school trips and extra-curricular activities
• ICT support
• Staff & peer awareness and training
• Gym Trail
• Adapted materials
• Modified equipment, eg writing slopes, pencil grips, cushions.
• Support from Physiotherapist or Occupational Therapist
• Individual arrangements for SATS
• Additional planning/arrangements for transition.
• Coloured paper/overlays
• Monitored use of medication

Cognition & Learning:

• Individual or group interventions for English or Maths
• Diagnostic tests by Special Needs Advisors
• Access to outside professionals: Educational Psychologist/Speech Therapist/Dyslexia outreach/ICT outreach
• Nessy intervention
• ICT support
• Staff & peer awareness and training
• Adapted materials
• Specialist Support/Medium or Longer Term
• Coloured paper/overlays
• Individual arrangements for SATS
• Additional planning/arrangements for transition.
• Curriculum modification
• Home/school liaison
• Discreet adult monitoring to ensure support and safety

An education, health and care plan (EHCP) is for children and young people who need more support than is available through special educational needs support. The SEND Code of Practice says that 'where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young person, the child or young person has not made expected progress, the school or parents should consider requesting an Education, Health and Care needs assessment.' If you believe that your child may require an EHCP, please contact the school SENDCo. 

If your child has an Education, Health and Care Plan, this will specify the support needed for your child. 

If your child has an Education Health and Care Plan we will also arrange Annual Review meetings with you, to ensure that the plan is still appropriate for your child and make any changes. Annual Review meetings will be arranged by the school SENDCo and attended by the SENDCo, class teacher and parents. If the child receives additional support from specialist services, a report will be provided. 

Joining in Reception:

When your child is given a place to join our Reception year in the following academic year, the Reception teacher will plan a series of meetings to share details about your child. These meetings can take place at your home or in school, whichever is most convenient and will give you the opportunity to share any specific needs or concerns to support your child's transition into school. 

Throughout the year, the school offers multiple new intake mornings that can be attended by both the child and parent initially. As the year progresses, these sessions are extended until when the Summer Term children have the opportunity to stay and enjoy lunch. This programme of events is designed to help children and families become familiar with life at Stradbroke Primary School.

Joining our school:

If your child joins Stradbroke Primary School part way through their primary education, we aim to meet with you to ensure your child enjoys a positive start at our school. This is usually done in conjunction with the previous school. All children are offered the opportunity to have a taster day to visit the school and meet the class before they start school full-time. 

Where a child is on the SEND register, all files will be requested from the previous school. Using this information the school will create an initial programme of support. As your child settles into school, this will be reviewed at least half-termly to ensure it is effective. 

High schools:

For transition to high school, any child on the SEND register or any child with an additional need is discussed both with the Year 7 liaison teacher and the SENDCo from the high school. Usually, the specialists at the high schools are keen to meet or have a discussion with parents and these may start towards the end of Year 5, especially if the needs are complex and additional provision would need to be put in place to support transition. Throughout Years 5 and 6, all children have many opportunities to visit local high schools, either through curriculum activities, planned transition events or to watch activities put on by the older students.

If you have any queries about the support your child requires or receives at Stradbroke Primary our class teachers are on hand to discuss supports and answer any questions you may have. 

Alternatively, our school SENDCO, Mr Robson or our Head of School, Mrs Hunt, will be happy to discuss or answer any questions or concerns you have about SEND at Stradbroke Primary School. Please contact the school office to make an appointment.

Mr Robson can be contacted directly via email: sendco@stradbrokeprimary.org.uk. Alternatively, an appointment can be made through the school office at office@strabrokeprimary.org.uk or by phone on 01379 384415.

Our SEND named Governor is Mrs Anna Fielding-O'Farrell and they can be contacted via the school office.

Suffolk SENDIASS (Special Educational Needs and Disability Information Advice and Support Service) is a confidential and impartial information, advice and support service on issues related to Special Educational Needs and Disability (SEND). It is free, easy to access and confidential. They can help children, parents and young people take part in decisions that affect their lives.

SENDIASS offers information, advice and support to:

• Children and young people (up to 25 years) with SEND
• Parents and carers of children with SEND
• Practitioners (general enquiries only or who might be supporting children, young people or parents to access our service)

Suffolk SENDIASS wedbsite link: https://suffolksendiass.co.uk/

Where a child has a medical need, a Health Care plan is put together to ensure the child is safe and that the staff are aware of the child's specific needs. We would identify any specific training needed in order to ensure the child's medical needs were appropriately provided for in school.

Everyone in school is aware of all specific health needs and a register is kept in the school office. Parents are always informed of any accidents in school, either through a copy of the accident form completed by an adult on duty or in some cases, a phone call to inform of more serious injuries and those involving a bump to the head. If the first-aiders feel it is necessary, parents will be asked to get a medical opinion about an injury.  In cases of severe injury, the school will ring for the emergency services.

The school will liaise with the appropriate external professionals.

The school car park has a accessible parking space for visitors to use whilst on site and it can be used by disabled parents/carers for dropping off and collecting their children at the start and end of the school day. The front entrance allows wheel chair access. Wide corridors and doorways cater for easy access and wheel chair users.

Please read our school’s Accessibility Plan for details.

All school trips require a Risk Assessment. For children with significant needs they may require an individual Risk Assessment involving parents to ensure that they are able to take part in the trip successfully.

The Department for Education has released a guide for parents and carers of children and young people aged 0-25 years who have special educational needs or disabilities (SEND).

To access the guide click on the link:
 https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

Suffolk Parent Carers Network [SCPN] is represented in overseeing the implementation of the SEND Reforms. As a parent/carer please feel free to use the contact e-mail address for SCPN for any queries and or questions. suffolkpcn@gmail.com

Our SEND Policy: SEND Policy (Summer 2025)

Our SEND School Offer: Our SEND School’s Offer

Information Report: SEND Information Report (Summer 2025)

Public Sector Equality Duty (PSED): 

• Equality Information and Objectives