Special Educational Needs and Disabilities


Special Educational Needs and Disabilities

Our SENDCo is Mrs Lizzy Welsh, who can be contacted via the school.

Our governor with responsibility for SEND is Mr Chris Pattern who can also be contacted via the school.

What is Quality First Teaching?

At St Mary’s CofE Primary School, we believe that children learn by being provided with Quality First Teaching; high quality teaching that is differentiated and personalised to allow the child to make progress. We believe that the curriculum should be adapted to allow all children to access learning and be included in school life.

Additional support and intervention cannot compensate for poor teaching.

The class teacher is responsible for the progress of all pupils within his/her class, including those with SEND.

The progress of all pupils, and all groups of pupils, is analysed at termly pupil progress meetings and actions put in place for children not making expected levels of progress.

When a child is not making expected levels of progress, the teacher will identify the gaps in the child’s learning and support the child through careful differentiation and personalized learning. It is important that the class teacher ensures that the child’s self-esteem and attitude to learning is considered, along with the academic need.

Interventions may be implemented. The child will be placed on a monitoring register which the school calls an ‘Additional Support Register’ and will proceed the SEN Support Register. Any child vulnerable to the risk of underachievement may be placed on the ‘Additional Support Register’, not just children with suspected SEND.

Suffolk Council provide information about support services and local opportunities for children and young people with SEND in the Suffolk Local Offer.

SEND Documents

SEND Policy November 2022.pdf .pdf
SEND Information Report October 2022.pdf .pdf
Our Local Offer.pdf .pdf
Choosing a School for a Child with SEND in Suffolk.pdf .pdf
Admissions_Policy_St_Mary_s_2023_2024.pdf .pdf
Accessibilty Policy and Objectives March 2022.pdf .pdf