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Special Educational Needs


Hello, I am Sarah Wilson the Special Needs Co-ordinator.

My role is to ensure that all pupils with have the opportunity to make progress. I work in partnership with parents and school staff to target support and provision on an individual basis.


At the Churchill School, we have a fully inclusive policy, and aim to ensure that all pupils are supported and happy in their learning. At times, we may feel that the best way to support a pupil, is with some carefully planned Intervention. Should you ever have concerns about your child's learning or wellbeing, please contact the school so we can investigate further and implement the best option for support.


I can support families with information about issues such as;

· Autistic Spectrum Condition (and related conditions)

· Speech and Language Therapy

· Social and emotional health

· Special school placements

· Transitions

· Statutory Assessment



Academic Year 2018/19


As part of the Children and Families Act 2013, Local Authorities are required to publish a ‘Local Offer’ which sets out support that is available for children and young people with SEN in the local area. Kent’s Local Offer is available on the website and tells parents how to access services in their area and what to expect from these services.


Alongside this, schools are required to publish information about their arrangements for identifying, assessing and making provision for pupils with SEN. This is the Local offer for The Churchill School. It describes the arrangements we make that are ‘additional and different’ for pupils with SEN. This information has been produced together with parents, carers and our children and young people and will be reviewed annually. The following information outlines the support and provision pupils with SEN can expect at The Churchill School.


At The Churchill School we believe that all children are entitled to have their needs met and to have access to high quality teaching.


The diagram below illustrates the school's graduated response to children’s needs. It shows the standard offer of teaching, learning and care for all pupils, the additional provision which may be needed by some pupils and the specialist provision available to the few children with significant or complex needs.


The Churchill School Offer


All pupils will access: High quality teaching and enrichment activities within the school day, as well as access to clubs, trips and residential visits.

Some pupils with additional SEN needs will access:

- Small group work

- catch-up sessions

- Specialist external advice (STLS, SALT, EP, EH)

- Speech and language groups

- Social skills groups (including Draw and Talk)


A few pupils with complex or significant needs will access:

- sensory activity

- Physiotherapy

- Occupational therapy

- Liaison with external sources

- Specialist movement lessons

- Special trips and visits

- interventions (Phonics, Toe by Toe, Plus 1, Power of 2 etc.)

- Sensory activities


Further Information


How does the school know when a pupil has learning difficulties or special educational needs?


  • Some children start school with a diagnosis or with specialist support
  • Some children will be identified by school staff and referred for specialist support.
  • Some children’s need will be identified through tracking systems, testing and day to day observation by the class teacher or SENCO. These children may have needs which can be met through differentiated teaching, small group work and/or catch up in school.


How is the curriculum matched to pupil’s needs?


  • Teachers and teaching assistants plan the curriculum to meet the needs of all pupils.
  • Class teachers communicate regularly with the SENCO to plan for children with identified SEN.
  • Children are never set or streamed in ability groups to protect dignity and maintain high aspirations.


How does the school know whether pupils are making progress?


  • Progress is closely tracked and monitored by class teachers, teaching assistants and SLT.
  • Termly progress meetings are held to discuss children’s progress and address concerns.
  • Regular tracking meetings are also held in leadership team meetings.


How are parents/carers informed about how their child is doing?


  • Parents have regular communication with class teachers and teaching assistants.
  • SEN reviews with the SENCO and external professionals are held for some children with SEN. These can occur 3 times in an academic year.
  • We send home Assertive Mentoring sheets periodically throughout the year (4/5x yearly) which includes progress against national standards and information about what the child needs to do next to achieve. This goes to all children.
  • We also send home SEN Review Forms 3 times a year which contain more specific information about a child's provision. This is only sent to children on the SEN register.


What arrangements does the school make to support pupils transferring from another school?


  • All children and their parents have a tour around the school and are supported by their new class teachers and teaching assistants.
  • Our FFLO speaks Nepalese to help interact with our Nepali community.
  • For children with SEN, a meeting will be held between the SENCOs and information will be shared about the child’s needs.


How is support organized for pupils with identified special educational needs?


  • Children are supported in class, in small groups or 1:1 with an adult. Some children receive 1:1 or small group catch up sessions in English and/or Maths in the morning before their next relatvant lesson. At The Churchill School we call this Brain Academy and it is available to all children.
  • Some children receive ‘high needs funding’ which is used to reimburse for a higher level of support.
  • A range of external specialists work with the school in order to provide training, advice and assessment for children with higher needs.
  • The support is overseen and organized by the SENCO/HT, who manages the support staff and arranges their training.


How are decisions made about how much support individual pupils receive?


  • Support may be provided within lessons where needed.
  • Teaching assistants may be deployed to support small groups in English or Maths.
  • If progress is not made then children’s needs are assessed and external advice may be sought through the LIFT process.
  • Some children will receive high needs funding when an significantly higher level of support is implemented. This process is to top-up school funds for provision which is already in place and not to claim money for additional provision.


How does the school know if the extra support is helping pupils to make progress?


  • Progress is regularly tracked and evaluated.
  • Review meetings are held with teachers and parents to discuss individual pupil’s progress.
  • Teaching assistants are reviewed and receive appraisal meetings bi-annually.


How are parents/carers informed about their child’s needs and what support they are receiving?


  • Parents will be invited to an initial meeting to discuss their child’s needs, this will involve the SENCO and class teacher.
  • External professionals may be involved and will meet parents to gather information and seek views, before assessments are made.
  • Parents will be invited to meetings through the year and will be encouraged to talk to the teacher and/or SENCO if they have any concerns.
  • Reviews and Annual reviews will be timetabled for children on EHCPs.


How does the school involve parents/carers in planning to meet their child’s needs and in setting targets for learning?


  • Parent evenings are held bi-annually for all pupils. An extra 3 meeting a year may be organised for parents with children on the SEN register.
  • Through meetings with the teacher, SENCO and/or a relevant external professional..
  • Annual reviews are held for pupils with EHCPs.


What expertise and training do the staff who support SEN pupils have?


  • All staff are trained internally by the SENCO or visiting external professionals.
  • Staff may attend specialist courses which are held at external venues.
  • Regular meetings are held for support staff within school to share good practice and to train.


What specialist support or services does the school access for pupils with SEN?


Educational psychology service (EP)

Speech and language therapy service (SALT)

Specialist nurses (eg diabetes, cystic fibrosis etc)

Specialist Teaching and Learning Service (STLS)

School nurse

Visual impairment team

Hearing impairment team


Occupational therapy

Specialist PE coach



How are classrooms and other areas of the school adapted to meet pupil’s individual needs?


All of our ground floor classrooms are wheel chair accessible.

We have:

  • Hygiene room and disabled toilets
  • All classrooms have overhead projectors and smart boards or touch screen surfaces.


What arrangements are made to support pupils with SEN taking part in after school activities outside the classroom, including school journeys?


  • All children are included in trips and visits as well as residential visits. We provide teaching assistant support and appropriate transport to enable this to happen. All visits are risk assessed and appropriate safety measures are put into place.
  • All of our children, including those with SEN have the opportunity to attend a range of after school clubs. Teaching assistants are provided for pupils who need additional support.


How will the school prepare and support pupils who are transferring to a new school?


  • Staff may visit the new school with the child.
  • All information will be transferred.
  • The SENCO will be invited to observe the child at current school and invited to attend a review and planning meeting.


How does the School support pupil’s overall well-being?


  • We provide many enrichment activities including after school clubs and trips.
  • We ensure that children’s individual needs are met in whatever way is relevant.
  • We will do home visits in EYFS, go for local walks and teach the children to keep themselves safe.
  • Children attend meeting where appropriate to share their views.
  • External professionals will support where necessary to advise children and families who have particular concerns or requirements.


How does the school prepare their pupils for their next stage of education and for adult life?


In the following ways:

· transition visits

· transition books

· parents meetings

· sharing information between schools and families and having school reps visit

· transition session with Hawkinge Primary

· seeking pupils views throughout (pupil voice)

. a skills based enriching curriculum


Who can parents/carers contact to talk to about their child’s special educational needs?


Sarah Wilson – SENCO

Andrew Newport - Deputy Headteacher

Zoe Stone – Headteacher

Karen Abbott – Family and Child Inclusion Assistant


Who should parents/carers contact if they have a complaint about the SEN provision in the School?


Mrs Z Stone – Headteacher

Dr L Thompson – Chair of Governors


Arrangements for the admission of disabled pupils.


  • We are a fully inclusive school which admits all pupils including those with SEN and disabilities.
  • We have a range of specialist facilities, including, disabled toilets and accessible classrooms.
  • Meetings will be held with parents, children and specialists in order to plan admission and ensure that the facilities and resources are in place to enable the child to access the curriculum.
  • Appropriate support will be provided and will be based on research and evidence.
  • Training will be provided for staff.
  • Regular reviews will be planned, which include the pupil’s views.

Contact details


To contact the Special Needs Co-ordinator, please telephone the school on 01303 893 892 or email on the following email address: andrew.newport@churc


Mr Andrew Newport

Special Needs