SEND Policy and Information Report

A guide to what we do to support children with Special Educational Needs and Disabilites at Constantine School, Autumn 2016

In our school community people are valued as individuals.  Everyone is given equal opportunity to reach their potential, using the Arts, sport, educational visits and the outdoors so that children find and build on their strengths. We reflect on this, and monitor how we are doing constantly.

A Graduated Response for Learners: identifying needs

Excellent learning needs excellent teaching. Our teachers are responsible for the learning and progress of every child in their class, including those with SEND. We recognise that some children have more difficulties than others, either in the short term or ongoing. If the class teacher feels that a child’s problems need special attention, beyond the normal differentiation in the class, they will speak to Mr Joher Anjari (SEND Co-ordinator) about their needs. We will continue to pay close attention to their progress, and there may be further assessments by the SENCO or with external agencies. With your agreement, we will add them to our Record of Need. This helps us to address their short-term barriers to learning, and track their progress.

For children on our Record of Need, we use the Assess, Plan, Do, Review cycle. The children on our Record of Need receive support in the following three categories:

  • On Alert: this means we have some concerns about your child’s learning, behaviour or physical capability that we will tell you about in as much detail as you wish.  At this stage, we will put extra support in place to help your child, monitor her/his progress and keep it under review. With your consent, we may ask an outside agency such as a Physical Disabilities Adviser or a Speech and Language Therapist. The professionals involved will usually make time available for discussion with you. If we feel that your child is reaching the aims that we set, the child may come off the Record of Need.
  • SEN support: this is the next level of support. After discussion with you, if we feel that the child will benefit from further support, we will put in place interventions designed to help your child achieve age related expectattions. This is often done with the help of outside agencies, such as a Speech and Language Therapist. Parents and carers are invited to come and speak to us for longer so that we can understand the family and the child’s background as well as possible, through a structured conversation format. We record this on a pupil passport (see below) and review progress with you every term. We also track all of the interventions that we use with your child and review these every half-term. You will receive a copy of this plan, so that they know what is going on in school and how they can support their child at home.
  • Educational Health Care Plan: Very rarely, a child’s needs are such that an Educational Health Care Plan is drawn up by the Local Authority, setting out objectives and provision.  This is reviewed annually, with parents or carers and other agencies who may be involved.

Examples of the kind of support which may be given in school:

  • Toe by Toe and Dyslexikit (a structured programme to address reading/spelling difficulties)
  • Frequent, regular opportunities to focus on areas of difficulty (e.g. spelling) with a teaching assistant through ‘Precision teaching’
  • Daily exercises, following the guidance of a physiotherapist or physical disabilities team
  • Additional teacher or teaching assistant support in lessons, particularly literacy and numeracy. This may include work differentiated for individual pupils
  • Funding for music lessons and instruments
  • Outdoor activites with BF Adventure, Halvasso
  • Specific resources – e.g computer programmes, such as Mathletics, or equipment
  • Games or activities to teach or consolidate specific skills – we appreciate your help if these are sent home for extra practice
  • Funding for cognitive therapy
  • Time to talk and receive support from our Special Educational Needs Teaching Assistant, Mrs Chris Page, who has a wealth of experience and understanding of a range of special needs

We have an open door policy at Constantine and parents are always welcome to come and speak to us. We appreciate the vital role of parents and carers in addressing difficulties and aim to provide ideas to help you at home, as well as taking on board suggestions you may have about your child’s learning. We also ask classes about their learning every term, and speak to individual children about their learning and feelings about school.

At the start of the 2016/7 academic year we have 24 children on the Record of Need (14%). Of these, 21 (12%) are On Alert and 3 (2%) have Pupil Passports. We have no children with a Educational Health Care Plan.

A range of professionals support making sure that we are up to date with the latest developments and research. We also have a weekly staff meeting purely about SEND matters.

We work in partnership The Learning Academy Trust MAT, and manage transitions with a range of pre-schools and secondary schools with whom we have close relationships.

The professionals currently most closely involved with us in school are:

Tracey Foster, Educational Consultant, SEN Services Southwest Sandra Page and Jo Davidson, Dyslexia Advisers
Jenny Paramor, Speech and Language Therapist Dreadnought
Anne Bunning, Physical Disabilities Team Physiotherapy team (based at Treliske)


We are a Dyslexia Friendly school, and this was last awarded in 2014.


Mr Joher Anjari is the school’s Special Educational Needs and Disabilites Co-ordinator. He is also the Year 2 teacher and works in the SENCO role on Tuesdays. Please do not hesitate to contact him, or the headteacher, Mrs Helen Bancroft, if you wish to discuss any matters concerning your child.

Please telephone school for an appointment: 01326 340554 or email

A copy of the full policy for SEND is available from the school office, and can be viewed here.

SEND Policy

Anyone wishing to make a complaint with regard to SEND provision should contact Mr Joher Anjari in the first instance. If unsatisfied with the outcome, contact should be made with Anne Hussey (Governor). If you want to complain about the school’s SEN support, you should do it while your child is still registered at the school via the school’s complaints procedure.  This includes complaints that the schools has not provided the support required by your child’s SEND statement or education, health and care (EHC) plan.  There is a different process if you disagree with a decision your local authority has made about a SEND statement or an EHC plan.  You should raise such issues directly with the local authority or via the SEND Tribunal.


We hope that this report is helpful. Thanks very much to parents Tamsyn Green, Anna Williamson and Caroline Bloor for their help in updating the document in Summer 2016. If you have suggestions as to how we can improve it, please let us know.