Village Primary Academy

Village Primary Academy


Village Primary Academy is an inclusive school where diversity is celebrated. 

What is SEN&D and SEN&D support?

SEN&D stands for special educational needs and, or a disability.

The Code of Practice 2014 states that: 

‘A student has SEN where their learning difficulty or disability calls for special educational provision, that is different

from or additional to that normally available to children and young people (CYP) of the same age.’ Many children will have special educational needs of some kind during their education. Schools and other organisations can help most children overcome the barriers their difficulties present quickly and easily. A few children will need extra help for some or all of their time in school


Who are the best people to talk to at our school about my child’s difficulties with learning / SEN&D?

The class teacher has responsibility for: 

  • checking on the progress of your child 
  • identifying, planning and delivering the differentiated curriculum for your child in class as required
  • personalised teaching and learning for your child 
  • ensuring that the school’s SEN&D Policy is followed in their classroom. 


Village Primary Academy

SENDCo: Elizabeth Hanson  

Pupil & Family Support Safeguarding: Hayley Alsbury

Behaviour support: Heather Bull


They are responsible for: 

  • developing and reviewing the school’s SEN&D Information report/ policy
  • co-ordinating all the support for students with special educational needs or disabilities 
  • updating the school’s SEN&D register (a system for ensuring that all the SEN&D needs of students in the school are known) and making sure those records of your child’s progress and needs are kept up to date and are confidential providing specialist support for teachers and support staff in the school, so that they can help students with SEN&D in the school to achieve the best possible progress. 


They are also responsible for ensuring that you are: 

    • involved in supporting your child’s learning 
    • kept informed about the support your child is receiving 
    • involved in reviewing how your child is doing and liaising with all other agencies which may be involved with your child e.g. Educational Psychology, Behaviour Support Service, Social Care and Health Service. 


Inclusion statement

We endeavour to make every effort to achieve maximum inclusion of all pupils whilst meeting pupils’ individual needs.  We recognise the entitlement of all pupils to a balanced, broadly based curriculum. Our SEND policy reinforces the need for teaching that is fully inclusive. Harmony Trust will ensure that appropriate provision will be made for all pupils with SEND. As a school, we work hard to eliminate discrimination, promote equality of opportunity and foster good relations between disabled and non-disabled children (see Anti-Bullying policy).

Where a child has a disability, we will make reasonable adjustments, including the provision of auxiliary aids and services, where appropriate, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers and are included in all aspects of daily school life.

In line with the Children and Families Act 2014 and the “Supporting pupils at school with medical conditions” guidance, we make arrangements to support pupils with medical conditions. Where these children also have SEND, their provision will be planned and coordinated according to individual needs.

The kinds of SEN&D provided for in our school are:

When identifying the nature of a CYP special educational needs, the four areas of need are taken into account are:         communication and interaction 

  • cognition and learning 
  • social, emotional and mental health difficulties            sensory and/or physical needs. 


 The school recognises that the CYP may need support in more than one of these areas.


Admission Arrangements

No pupil will be refused admission to school on the basis of his or her special educational need.  In line with the SEND and Disability Act, we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision. We follow the Local Authority’s Admission Policy for schools.

How are Children & Young People (CYP) with SEN&D identified at our school? 

Referring to the ‘SEN&D code of practice: 0-25’ 2014, a CYP has SEN ‘where their learning  difficulty or disability calls for special educational provision, that is provision different from or additional to that normally available to pupils of the same age’. 

Class teachers make regular assessments of progress for all CYP. From this, the school is able to identify CYP making less than expected progress given their age and individual circumstances. Other factors including attendance, punctuality and health are considered. Consideration is also given to the particular circumstances of students, for example those who are in Care and/ or eligible for the Pupil Premium. 

When deciding whether to make special educational provision, a meeting will be arranged between the SENDCo and class teacher, to consider all the information gathered from within the school. 


Parents/carers will be notified by a school, when the following will be discussed:   

  • the CYP areas of strengths and difficulties 
  • any parent/carer concerns 
  • plan any additional support your child may receive 
  • discuss with you, any referrals to outside professionals, to support your child’s learning. 


Where a CYP is identified as having SEN&D, the school will seek to remove barriers to learning and put SEN&D provision in place. THE SEN&D support will take the form of a four part cycle: 


Assess: an analysis of CYP need will be carried out by the subject teacher & SENDCo. Outside agencies may also be involved. 

Plan: if the school decides to provide the CYP with SEN support parents/carers will be notified.  All staff involved with the CYP will be informed. 

Do: interventions/support will be delivered.  Review:  the effectiveness of the intervention/support will be reviewed regularly. 


We aim to work with the CYP and parents through this process.


Our School is:


Village Primary Academy:  700 pupils aged 2-11, including 101 Foundation Stage 1 and 2 year olds.


What are the different types of support available at our school?

Teachers have the highest possible expectations for your child and all CYP in their class. 

The quality of teaching and learning is reviewed regularly to ensure the highest possible standards are achieved. The school has a training plan for all staff to improve the teaching and learning of CYP, including those with SEN&D. This includes whole school training on SEN&D issues. 

Teachers adapt planning to support the needs of CYP with SEN&D. 

Teachers use a variety of teaching styles and cater for different learning styles to allow CYP with SEN&D to access the curriculum. 

Teachers and other adults in the classroom work together to give targeted support according to your child’s needs. 

Your child is fully involved in learning in class. 

Strategies which may be suggested by the SENDCo or other professionals working with your child are in place to support your child to learn. 


Specific group work intervention  

 This could be for communication (speaking and listening), writing, reading, spelling, numeracy, social skills, physical skills, behaviour skills and emotional well-being. These could be delivered by a teacher, TA, or intervention support staff. 


Adaptations to curriculum or learning environment may be made to remove barriers to learning. Things such as: Adapting the Classroom Environment

Using adapted resources

Use of computing (including technologies such as Whiteboard presentations) Behaviour Plans

Visual aids

Having someone scribe your work

There are many more that may be put in place depending on the individual pupils needs.


Outside agencies  

You may be asked to give permission for your child to be referred to a specialist professional, e.g. Educational Psychologist. This will help the school and you to understand your child’s needs better and so support them more effectively. 

The specialist professional may work directly with you and your child and may make recommendations on support strategies to be used at home and in school. 


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