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6.     How will Church Gresley Infant and Nursery School support a child with SEND?


All children will:

  • Be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.
  • Have individual EYFS or national curriculum targets set in line with national outcomes to ensure ambition. Parents/ carers are informed of these via the reporting system and also at Parents’ Evenings.
  • Have their attainment tracked using the whole school tracking system and those failing to make expected progress are identified very quickly. These children are then:
    • Discussed in termly progress meetings that are undertaken between the class teacher and a member of the Senior Leadership team.
    • Provided with additional support to increase the rate of progress, which will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the child.
    • Where it is decided, during this early discussion, that special educational provision is required to support increased rates, parents/ carers will be informed that the school considers their child may require support and their partnership sought in order to improve attainments.


Action relating to SEND support will form part of the Graduated Response and follow the ‘assess, plan, do and review’ model, as described in the Code of Practice 2014 (5.38 – 5.46 and 6.44 – 6.56) which is cyclical.

  1. Assess: Data on the child held by the school will be collated by the class teacher in order to make an accurate assessment of the child’s needs. Parents/ carers will be invited to this early discussion to support the identification of action to improve outcomes.
  2. Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved, including the parents and the child, will be obtained, and appropriate evidence-based interventions identified, recorded and implemented by the class teacher with advice from the SENDCO.
  3. Do: SEND support will be recorded on a Learning Passport that will identify a clear set of expected outcomes, which will include relevant academic and developmental targets that take into account parents’/ carers’ aspirations for their child. The parents/carers and the child will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date made for reviewing attainment.
  4. Review: Progress towards these outcomes will be tracked and reviewed termly with the parents/ carers and the child.
    If progress rates are still judged to be inadequate despite the delivery of high quality interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a child. This will only be undertaken after parental/carer permission has been obtained and may include referral to:
  1. Educational Psychology Service
  2. Behaviour Support Service
  3. Hearing Impairment Team
  4. Visual Impairment Team
  5. Physical Impairment Support Service
  6. Education Welfare Worker
  7. Social Services
  8. School Nurse
  9. Child and Adolescent Mental Health Service

In addition, we will involve external agencies as appropriate including health (Community Paediatrician) and social services, Multi-Agency Team, community and voluntary organisations for advice on meeting the needs of children with SEND and in further supporting their families
For a very small percentage of children, whose needs are significant and complex and the SEND support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care Plan being provided.
Children with a disability will be provided with reasonable adjustments (such as auxiliary aids and services), to overcome any disadvantage experienced in school and increase their access to the taught curriculum.
The quality of classroom teaching provided to children with SEND is monitored through a number of processes that include:

  • Classroom observation by the senior leadership team, the SENDCO or external verifiers
  • On-going assessment of progress made by children with SEND
  • Work sampling and scrutiny of planning to ensure effective matching of work to pupil need
  • Teacher meetings with the SENDCO to provide advice and guidance on meeting the needs of children with SEND, pupil progress meetings
  • TA, pupil and parent/ carer feedback on the quality and effectiveness of interventions provided
  • Attendance and behaviour records