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Meynell Primary School

Aspire, Believe, Explore, Achieve



Cheryl Jackson

Meynell Primary School SEND Information Report 



The school SENCo can be contacted as follows: 

Cheryl Jackson 

0114 231 1425 


The SEN Governor link is Catherine Jewkes. 


1. What kinds of special needs are catered for at Meynell? 

The school has and does support learners with a wide range of SEN, including; Specific Learning Difficulties such as Dyslexia and Dyspraxia; Speech, Language & Communication Needs; Attention difficulties such as ADD and ADHD; Social and Communication difficulties including Autism; Behavioural, Emotional or Social difficulties; Mental Health Difficulties; Hearing Impairment, Visual Impairment, Physical Disability and Medical Needs. 


2. How are special needs identified? 

We pride ourselves on early intervention and aim to identify special needs when children enter school. Our Early Years Team are skilled in identifying children who have difficulties with learning, speech and behaviour. In Y1-Y6, children’s needs are usually identified by the class teacher. Parents may also express concerns about their child’s learning or additional needs and share these concerns with school. Further advice is then given by the phases leaders and/or SENCo to the parent or class teacher. As a school we have access to a range of services such as; the 0-5 SEND Support Service, the Educational Psychology Service; the Autism Team and the Speech and Language Therapy Service. These services will assess pupils following a formal referral being made. 


3. How are parents consulted and involved? 

Every parent has an appointment during the school year when they will discuss their child with the class teacher. Termly review meetings for SEND pupils are held by the class teacher and higher needs pupils also include the SENCo, parents are invited to attend these. Relevant teaching assistants may also attend SEN reviews. During the SEND review meeting, children’s learning and progress is discussed in relation to their individual targets. Paperwork for each child is then sent home to parents so they have a record of their child’s additional support and outcome targets. 


We communicate with parents in a range of ways such as face to face conversation, letters, emails, and phone calls. Home-school communication can also be set up using SeeSaw for parents who do not always get into school. We have a specific SEND section on the school website with information for parents including the school Local Offer. Parents views are gathered after SEND reviews and parents’ evenings where anonymous questionnaires can be completed. 


4. How are children consulted and involved? 

All pupils have the opportunity to talk with teachers and teaching assistants on a daily basis and where possible can express their views. Children's views are obtained prior to SEND reviews or interpreted for the child by a known adult. Pupils have access to a member of SLT for the Learning Engagement Team (LET) who they can talk to about any difficulties and children may also be encouraged to work with a specific member of staff around difficulties .  


5. What are the arrangements for accessing and reviewing progress and what opportunities are there for working with parents and children? 

SEND review meetings are held each term with the class teacher and/or the SENCo or support staff attend where relevant, along with parents. Targets are reviewed, new targets are set and any necessary actions, such as outside agency referrals, are identified. The meeting minutes are recorded and shared with relevant staff and parents. Children’s progress is also reviewed at Pupil Progress Meetings at least termly and support and interventions are identified for those pupils making less than expected progress. The SENCo reports SEND progress and attainment to governors. 


6. What are the arrangements for supporting transition? 

Transition arrangements are put in place for Y6 pupils when secondary school places are allocated. The secondary school SENCo contacts the SENCo at the feeder school and plans for transition meetings. The meetings allow for the sharing of information and paperwork. It also ensures arrangements such as additional visits are put in place. The children also participate in the secondary school’s transition programme. 


If children are allocated a place at Meynell and transfer from a different school at short notice, the SENCo contacts the SENCo or class teacher at the previous school to gather information about the child. All relevant paperwork is passed on from the previous school and the SENCo ensures the class teacher has copies of this. If the transfer is longer term and planned in advance, meetings between the SENCo and the SENCo of the previous school are held to transfer information and paperwork. 


7. What is the approach to teaching children with SEND, and how are adaptations made to the curriculum and learning environment? 

The SENCo is responsible for overseeing the provision and interventions for high level SEND learners. 

Class teachers and phase leaders are responsible for quality first teaching and planning lessons which cater for all learners in their class. They are responsible for differentiating activities appropriately; ensuring learners can access lessons and providing learners with resources such as visual aids, word mats and writing frames. 


It is at the school’s discretion to change the routine for SEND learners. Children may access a reduced timetable if this is felt to be beneficial. 


There are a number of interventions running in school to support SEND learners. These include 

  • Small group additional phonics 

  • Booster groups focusing on reading, comprehension, maths etc 

  • Gross motor skills. 

  • Fine motor skills. The group uses handwriting practice, manipulation of small objects and exercises to improve hand strength, scissor skills, handwriting and other fine motor skills. 

  • Small groups to improve social skills and emotional difficulties. 

  • Small groups to improve behavioural difficulties, 


We also run a number of speech and language interventions recommended by the speech and language service. The majority of our Learning Support Teachers have been trained by the speech therapy service to deliver speech and language interventions. 

  • LEAP (Language Enrichment Activity Programme) which teaches basic vocabulary around a range of key topic areas such as animals and mainly targets children in the early years. 

  • VIP (Vocabulary Improvement Programme) which develops language and vocabulary in older children. 

  • NIP (Narrative Improvement Programme) which is based around the theme of Shaun the Sheep. The children watch a DVD and answer questions and tell the story of what they have watched. 

These are run alongside the NELI programme running in Foundation Stage into Y1.


If children require 1:1 speech therapy one of our trained teaching assistant will deliver a block of therapy. This may cover the pronunciation of speech sounds. 


8. What is the expertise of staff and what training have they had? 

A number of support staff have been trained as specialists in delivering speech and language interventions. Some of the foundation staff are trained in the use of Makaton which is an effective communication tool and have had additional training on speech and language strategies. Some support and teaching staff are trained in the use of restraint. Teachers have also attended training on a specific need a child in their class may have e.g. specific language or hearing impairment. All staff are trained in THRIVE techniques and we have several qualified practitioners. We have a Trauma Informed Practitioner who is part of the LET Team.


Teachers are also given information for their year group that outlines all the children's additional needs including SEND, safeguarding, attendance and identifies pupil premium children. 


Information sheets are displayed in the staff room to show the medical needs of specific pupils and what to do if the child becomes ill due to their needs. All staff can access this information. 


The office staff are responsible for administering medication to pupils e.g. inhalers, ADHD medication. 


9. How do we evaluate the effectiveness of the provision made for children with SEND? 

The progress of all pupils is monitored each half term against National Curriculum targets. Pupil Progress meetings are then held between teachers, the head teacher, associated assistant heads and the SENCO to discuss the progress of all pupils and identify children who are not making expected progress. 


10. How are children with SEND enabled to join in activities available for children who do not have SEND? 

Meynell Primary School aims to include all learners in school trips, residential visits and after school clubs. Planning for this is done in conjunction with parents/carers. A trained first aider attends each visit and can administer medication where necessary. Some parents may be asked to accompany their child on a day trip. We have previously adapted the length of time children attend a residential and children have just attended part of the residential where this is appropriate. 


11. What support is there for improving social and emotional development? 

Catherine Oakes is the Inclusion Lead overseeing inclusive practice within the Learning Engagement Team and is responsible for attendance. Christine Sparkes deals largely with safeguarding and pastoral issues. The LET lead a number of small groups, targeting children’s self-esteem, emotions and social skills alongside behavioural issues. There is a strong focus on social and life skills and the children are supported in improving their behaviour. We have a trained Trauma Informed Practitioner on the school staff who supports identified pupils. 

Every class has a weekly Jigsaw PSHE/circle time session where children are given the opportunity to discuss any issues, feelings and emotions. 


12. How do we involve other bodies in meeting children’s SEND? 

We have good relationships with a number of external agencies including Educational Psychology, Speech and Language Therapy, the Autism Team and MAST. This list is by no means exhaustive. In their first instance the SENCo will contact the relevant agency for advice and support, make referrals and coordinate their working in school. These external agencies are used to identify a child’s barriers to learning and provide advice for both school staff and parents. 


13. How do we support Looked After Children? 

We monitor their emotional well-being, presentation in school and learning progress in school. We regularly liaise with foster carers, social workers and the Local Authority. 


14. Admissions 

Meynell Primary School will ensure it meets its duties under the Schools Admissions Code of Practice by: 

  • Not refusing admission for a child that has named the school in their EHC plan. 

  • Adopting fair practices and arrangements in accordance with the Schools Admission Code for the admission of children without an EHC plan. 

  • Considering applications from parents of children who have SEND but do not have an EHC plan. 

  • Not refusing admission for a child who has SEND but does not have an EHC plan because the school does not feel able to cater for those needs. 

  • Not refusing admission for a child on the grounds that they do not have an EHC plan. 

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