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SEN Information Report

Countess Anne School - ‘Equal To The task’

SEN Information Report

This document has been produced in consultation with the staff, governors, pupils and parents of the school and with consideration of the Local Offer.


School Response:

1: How does the school know if children/young people need extra help and what should I do if I think my child may have special educational needs?

  • We receive information from pupils’ previous schools.
  • Our supplementary admissions form provides opportunity for parents to declare that their child has Special Education Needs.
  • The progress of all pupils is monitored regularly by class teachers and the senior leadership team, so that when a pupil is not making expected progress in a particular area of learning the school can quickly identify the need for additional support. This will then be discussed with parent/cares and the pupil concerned.
  • The school uses two main questions when deciding if a child has special education needs:

a. Is the child able to access the differentiated curriculum?

b. Is the child working at age appropriate levels?

  • If parents/cares have concerns about the progress or attainment of their child they should in the first instance make an appointment to speak to the class teacher to discuss their concerns, who will liaise with our Special Needs coordinator (SENCO) as appropriate.

2. How will school staff support my child?

  • Initial support is made by the class teacher adapting the curriculum to a child’s specific needs.
  • If a class teacher decides that a child is struggling to access the differentiated curriculum then they will consult with the school’s SENCo and decide whether a Learning Profile should be written.
  • The Learning Profile is written in consultation with the pupil and their parents. It includes a summary of the short term targets and additional provision, identifying who and when the support will be given.
  • When appropriate the school SENCo will request external professional to assist the child in their learning, for example for those children with Speech and Language difficulties a speech therapist is often used to provided specialist additional support.

3. How will I know how my child is doing?

  • For children in E.Y.P (Reception & Yr1) the school offers an Open classroom approach and parents/carers are able to sign up weekly to meet with their child’s key worker to discuss their child’s progress. In addition EYP parents receive a termly report which identifies progress and next steps.
  • For pupils in yr 2- 6 parents receive a termly report and the opportunity for a parent consultation in both the Autumn and Spring term. In the Summer term they receive an annual report summarising the progress that their child has made over the year.
  • For pupils with special needs the class teacher will meet with the parents an additional once per term in order to review progress against the child’s Learning Prolife.

4. How will the learning and development provision be matched to my child’s needs?

  • All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils make progress.
  • Differentiation is planned for groups and individuals according to need: for example a child in yrs 2 or 3 who has difficulty with their spelling could be put onto our Toe By Toe spelling  programme and receive two years of daily individual spelling coaching.

5. What support will there be for my child’s overall wellbeing?

  • The wellbeing of each child is a priority at Countess Anne School. As such the school’s ethos is underpinned by a set of values (see school website) which form the basis of how we expect pupils to treat one another, helping them to have a positive self-image and outlook.
  • Further guidance is provided for pupils via our Circle Time scheme which offers pupils the opportunity to practise life skills or times of reflection. For when a pupil wishes to speak an adult about personal concerns the school uses a Bubble Time approach – allowing a child access to an adult apart from other children.
  • As a church school we meet regularly for Collective Worship through which pupils hear Christian messages of hope and God’s love.
  • In addition the school has its own Pastoral Care Team to which members of the staff can refer children for extra support in the form of the school family worker, our art therapist or our trainee school counsellor.
  • When appropriate further support from external specialist staff is arranged for individuals and the school would use a Learning Profile to outline the provision being made.
  • Our Behaviour Policy which includes behaviour and attendance grades (for yrs 2 – 6) provides termly and transparent feedback to parents and pupils alike on what is expected. For pupils in EYP our open classroom approach allows parents to regularly check and discuss their child’s wellbeing with the key worker.
  • If a pupil struggles with behaviour or attendance then they meet regularly with the Deputy Head Teacher in order to discuss ways of improving.
  • Relevant staff are trained to support medical needs, and all the staff are trained to be able to offer Emergency First Aid if needed.
  • Pupils’ views are sort through our annual Pupil to Pupil interviews (P2P) and pupils with special needs are represented on our school council known as the Make Believers.

6. What specialist services and expertise are available at or accessed by the school?

  • Within the school pupils have access to an art therapist, trainee school counsellor, the school family worker and Learning Support Assistants with specific Special Needs training.
  • External partners include: Educational Psychologist (EP); Behaviour Support from the Educational Support Centre (ESC); Specific Learning Difficulty Advisory Teacher from Applecroft SpLd base, Speech and Language Therapists, the Visually Impaired service, the Child and Adolescent mental Health service (CAMHS).
  • In addition we work with Social Services, One Hert One Family and the Community Police.

7. What training have the staff, supporting children and young people with SEND, had or are having?

  • The school has a number of specially trained staff such as our Art Therapist, Trainee School Counsellor and School Family Worker.
  • In addition specialist training is provided for staff depending on the needs of the children that they are working with. Current training includes how to best support children with language difficulties, autism, visual impairment, bereavement, emotional distress and behaviour difficulties. 

8. How will you help me to support my child’s learning?

  • Open consultation in EYP and termly reports signpost parents to areas in which to support their children.
  • For older pupils a termly report and behaviour and attendance grades signpost parents to areas where they need to support their child.
  • In addition parents/carers will be contacted at least once a term to review their child’s progress and to discuss how best they can support their child at home.

9. How will I be involved in discussion about and planning for my child’s education?

  • Once the SENCo and class teacher have decided that they think that a pupil may have special educational needs the parents/cares are consulted.
  • During this consultation the parents are able to contribute to the content of the Learning Profile.
  • Parents/carers are met with at least three times a year in order to review progress against the targets set out in the Learning Profile. This is also an opportunity for a parent to express and record their views on the impact on the provision.
  • Parents may also wish to discuss the provision for the pupil by meeting with the SEN Gov so that their views are expressed at a governing body meeting.

10. How will my child be included in activities outside the classroom including school trips?

  • The school adopts an inclusive approach so that all pupils can benefit from its provision beyond the classroom.
  • The pupil class teacher will meet with the parent/carer and discuss any concerns that they may have and how best to accommodate these concerns when for example on a residential trip. An individual plan or risk assessment is used when necessary to ensure that the peculiar needs of a child have been thought through and catered for.

11. How accessible is the school environment?

  • The school adheres to The Equality Act 2010 and makes reasonable adjustments to improve the accessibility of our environment to meet individual needs.
  • The school is on one level and pupils with a disability have access to a disabled toilet.
  • We monitor the languages spoken by families in our settings and make use of translation sites / translators when necessary.

12. Who can I contact for further information?

  • In the first instance, parents/carers are encouraged to contact their child’s class teacher.
  • For students with SEND, further information and support can be obtained from the SENCO or School Family Worker where appropriate.
  • Further guidance can be obtained from the school’s Governor for SEND or the school’s Head Teacher.
  • If parents/cares wish to complain about the provision for their child then they should do so using the School’s Complaint Policy which can be found on the school website.

13. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

  • We have an induction process for welcoming all new learners to our setting.
  • We have good relationships with our main feeder settings and with settings that most of our children move onto; we share information to support pupils’ learning and well-being at transition.
  • Further support is provided as necessary for those with SEND including additional visits from both staff and pupils to old and new settings respectively.
  • Within school transition from one year to the next is supported by a transfer of information from one teacher to the next and by holding a changeover day so that pupils can experience their new class teacher and room prior to moving.
  • Older pupils also receive additional Sex and Relationships education and attend the Crucial Crew event in order to equip them to make safe and healthy decisions as they move into adolescence.

14. How are the school’s resources allocated and matched to children’s special educational needs?

  • Our finances are monitored and audited regularly and we utilise resources to support the strategic aims of our setting as well as individual learner needs.
  • We seek to ensure a ‘value for money’ service, therefore all interventions are costed and evaluated.

15. How is the decision made about how much support my child will receive?

  • Should additional support be required the amount of which is decided upon by taking into account the individual needs of the child but also the needs of the other children in the class.
  • The type of support is decided upon after consultation with the relevant staff, the child and their family as necessary.
  • All interventions are monitored and the Senior Leadership Team evaluate their impact. 

16. How can I find information about the local authority’s Local Offer of services and provision of the children and young people with special educational needs and disability?

  • A link to the Local Authority’s, Local Offer, can be found on the school website under the Community / Parents / Special Educational Needs and Disabilities link.