Lifton Community Primary School

SEN Information Report – September 2016

What our school can offer children with Special Educational Needs and Disabilities.  


What kinds of special educational needs are provided for by our school?

No pupil will be refused admission to school on the basis of his or her special educational need. In line with the Equality Act 2010 we will not discriminate against disabled children in respect of admissions for a reason related to their disability. We will use our best endeavours to provide effective educational provision. Pupils have special educational needs if they have a learning difficulty or disability which calls for special education provision to be made for him/her, namely provision which is additional to or different from what is normally available in a differentiated curriculum. Areas of need:

  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Communication and Interaction needs
  • Sensory and/or Physical needs

Who is responsible for children with SEN?

Mrs Susan Richardson is our Governor responsible for SEN. Our Headteacher is Mrs Melanie Cripps and she has responsibility for all our pupils. Mrs Tanya Clark is our SENCO and is responsible for co-ordinating SEN provision across the school. The Assistant SENCO is Mrs Melanie Cripps. All class teachers are responsible for the day to day needs of SEN children in their class.  

How do I contact the people responsible for SEN or arrange to meet them?

School Contact Number: 01566 784288 SENCO: Mrs Tanya Clark: Assistant SENCO: THRIVE: Mrs Melanie Cripps, Miss Tracey March  

What training or specialist expertise do the staff at Lifton Community Primary School have around SEN?

  • Mrs Tanya Clark is currently studying for the National SENCO award.
  • Mrs Melanie Cripps is a licensed THRIVE Practitioner.
  • Miss Tracey March is also a licensed THRIVE Practitioner.
  • Staff members receive in service training about a range of different special educational needs. This may include: speech & language, behaviour and specific learning difficulties.
  • Epi-pen and epilepsy training is also delivered annually.

How does Lifton Community Primary School involve parents and children in their SEN support?

Our school really values our strong relationships with families and recognises the importance of working together to support the best possible outcomes for children.

  • Teachers are usually available to discuss issues with parents at the end of the school day or, if that is not possible, then by appointment at a mutually convenient time.
  • Some children will have a provision map outlining any additional interventions or adaptations to quality first teaching that will be made for them. These are shared, reviewed and updated with parents regularly.
  • Some children will require a DAF (Devon Assessment Framework) which involves more in-depth planning and outlines additional resources that may be required to ensure that the best outcomes are achieved for that child – My Plan. It aims to provide a coordinated system, including support across education, health and social care. Again these are shared, reviewed and updated with parents regularly.
  • Further children will have a Statement or an Education, Health & Care Plan (EHCP) and sets out targets and actions for the child. Again these are shared, reviewed and updated with parents regularly.
  • We also have termly parent evenings for all children with their class teachers to discuss progress, targets and support arrangements.

How does Lifton Community Primary School assess the progress of pupils and what would the school do if my child is falling behind?

Each class teacher assesses the children continually as a matter of course. Assessment information against subject expectations/learning objectives are recorded in the class teacher’s assessment files. Assessments indicating whether a child is on track to meet end of year expectations are recorded termly for Reading, Writing and Maths. If a teacher feels that a child is not making expected progress they will identify the child’s barriers to learning and teach them in different ways to help them access the learning – adaptations to quality first teaching. This will be discussed with the Special Needs Coordinator (SENCO). If more or different support is needed, a provision map is put into place to support the child and help them to make more progress. Provision maps outline interventions that the child will receive. Interventions take place regularly and are focused on improving children’s specific areas of need, setting realistic targets to be worked towards in Reading, Writing and Maths. These are shared and reviewed with parents. If a child has more complex needs and may need support from outside agencies a DAF will be drawn up and shared with parents and children to set targets and review progress. In some cases, the SENCO assesses a child to identify what their particular difficulty is and to set targets to help them. If necessary, the SENCO will seek advice from other professionals to make more detailed assessments.  

What further external support can Lifton Community Primary School access and when would this happen?

Lifton Community Primary School has access to a variety of other professionals who support children with SEN. These professionals include: an Educational Psychologist, Speech and Language therapists, the Multi Agency Support Team (MASH), the Communication Interaction Team (CIT) and the School Nursing Team. Mrs Tanya Clark and Mrs Melanie Cripps will discuss the needs of the children with their class teacher and will decide whether involving external support is appropriate. They will then discuss with parents what support to arrange and relevant professionals will then be involved as necessary. The type of professionals involved and the support package organised will be very individual for each child and parents will be consulted throughout. Further information about professionals that support children with SEN can be found in the Local Offer.  

How does Lifton Community Primary School support children with SEN?

  • At Lifton Community Primary School, we believe that the key to success with all learners is quality first teaching-the effective inclusion of all pupils in high quality everyday personalised teaching.
  • For some children additional intervention may need to be put in place outside of the classroom.
  • We also ensure that children’s social and emotional development is supported through a strong pastoral support system. Friendship buddies, Prefects, our Learning Buddies work together to promote the emotional wellbeing of all our children.
  • Adaptations in the classroom are made through differentiated work and the physical environment. This is very individual and a range of strategies are used.
  • The school environment is also tailored to meet children’s needs where possible.
  • All children are given opportunities to take part in the wider life of the school.


Example Provision Map

Lifton Primary School Provision Map – SEN, Pupil Premium and More Able & Talented

Teacher: ***** Class: ***** Year Group: ***** Term: *****


Child   Indicate whether they are SEN PP MA+T Barriers to learning in terms of skills, knowledge and understanding in the particular subject   What is it that is impeding their progress? Success criteria I can………… statements   What will have improved in terms of their knowledge, skills or understanding in six weeks’ time? Quality first teaching   What will you as a teacher be doing differently/more of/less of in order to impact on their progress?   How might you change the physical environment/classroom to support their progress? Tier 1/ school action additional provision Is any additional provision necessary?     Who will help? How/When? Impact Review of progress
***** SEN PP Reading – Fluency and comprehension   I can read my reading book fluently and talk about what I have read. I can move up to the next book band. Encourage reading at home and praise when they have done so. Continue high profile of reading within class – rewards. Individual  reading with adult – TA ***** 2-3x week 5-10 mins  
Reading – Fluency and comprehension   I can read my reading book fluently and talk about what I have read. I can move up to the next book band. Encourage reading at home and praise when they have done so. Continue high profile of reading within class – rewards Project X-code ***** 3x week 30 mins    
Lack of independent strategy application for spelling. I can independently apply my knowledge of phonics and basic rules to aid my spelling. Phonic word mats available Regular time to practise words from spelling list. Differentiated spelling lists   Weekly spellings Nessy (reinforcement + review of class session)   ***** 1x week 30mins  
Incorrect formation of some letters. Reluctance to join letters. Use of a neat, consistently sized joined handwriting style. I can form all my letters accurately. I can join letters accurately. I can keep my handwriting a consistent size. Modelling handwriting at all times. Handwriting word mats for reference. Sharing good examples from peers. Handwriting practise ***** 1x week 30mins  %3

Strategies to support English including reading:

  • Small group reading support in class through guided reading, and individual reading support.
  • Additional small group literacy support in class from class teachers and TAs.
  • Provision of table top writing packs, in KS1 classes and elsewhere as required, containing finger spacers, phonics sound mats and high frequency word lists.
  • Additional individual and small group reading support (X-code), delivered daily by a specifically trained learning support teacher.
  • Targeted literacy support strategies devised by the educational psychologist and implemented by the class teacher, SENCO or learning support teacher as appropriate.
  • Handwriting development programme, implemented throughout the school as and where required.
  • Spelling programmes, such as Nessy, implemented throughout the school as and where required.

  Strategies to support/develop Maths:

  • Small group maths support in class through guided maths sessions.
  • Additional small group maths support in class from class teachers and TAs.
  • Use of support resources including Numicon.
  • Implementation of Maths intervention programmes by the class teacher, SENCO or TA as appropriate.

  Access to a supportive environment – IT facilities/equipment/resources

  • Extensive and consistent use of visual support both in and out of class to support understanding and facilitate access to the school environment and learning.
  • Pre-teaching of new concepts and vocabulary to enhance learning.
  • Use of interactive whiteboards.
  • Regular access to computers and iPads.
  • Provision of specialist equipment, eg. writing implements, coloured overlays.
  • Provision of individually tailored visual support packages for specific children including individual timetables and behavioural cue cards.
  • Provision of resources to enhance independent learning including sand timers, easy-grip scissors, table top writing packs containing finger spacers, phonics sound mats and high frequency word lists.

  Access to strategies/programmes to support occupational therapy/physiotherapy needs:

  • Assessment by and intervention from an occupational therapist (OT), on referral.
  • Implementation of individual OT/physiotherapy support and intervention programmes by allocated school staff, trained as appropriate, for those children in receipt of these services.
  • Training of individual members of staff by the OT/physiotherapy services in the delivery of individual OT and physiotherapy programmes, eg. handwriting development.
  • Provision of specific resources and equipments, eg. specially designed chair.
  • Provision of support resources, such as writing wedges, where required.

    Strategies/programmes to support speech and language:

  • Assessment by and intervention from a speech and language therapist, on referral.
  • Provision of small group speaking and listening skills support by TAs.
  • Support as required in class from teachers and TAs, whom have been trained by our school Speech and Language Therapist.

  Mentoring activities:

  • Interventions delivered in class, are used to develop positive attitudes to learning, and out of class to address social and emotional issues which affect children’s learning progress.
  • Learning mentors.
  • Learning buddies.
  • Circle of Friends.
  • Use of peer modelling and sharing.
  • Use of talk partners during whole class and group learning sessions.
  • School Council.
  • Buddy systems for support during playtimes and lunchtimes.

  Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents):

  • The Educational psychologist works closely with referred children and their parents/carers, and provides ongoing support to them in the form of school-based assessments and meetings, regular telephone consultations or work in the home with the family.
  • Collaboration and communication with all external professionals involved with children, as appropriate, eg. hospital consultants, GPs and CAMHS practitioners.
  • All staff trained in child protection at regular intervals.

  Support/supervision at unstructured times of the day including personal care:

  • Trained MTAs and TAs supporting in the lunch hall.
  • Play leaders initiating and supporting activities during morning and lunch breaks.
  • Individual lunchtime supervision where specified, eg. in Statements of SEN.
  • Support by individual members of staff for children with special toileting requirements.
  • Targeted support and supervision in the outdoor areas for children with disabilities.

  Strategies to support/modify behaviour:

  • Consistent school wide implementation of the school’s behaviour policy.
  • Children with persistent behaviour difficulties that constitute a barrier to learning progress; will have close collaboration with parents/carers on an agreed programme of support, home/school books to ensure daily communication between home and school, daily behaviour oversight by school staff and learning mentor support as appropriate.
  • In cases where the above is inadequate provision a referral will be made to one or more of the following agencies: the MASH team including the educational psychologist, the family therapist, the Behaviour Support Team or CAMHS.

      How accessible is the Lifton Community Primary School environment?

  • The school is fully compliant with DDA requirements.
  • The school is on one level with easy access.
  • There is a disabled toilet, shower area and changing facilities.
  • We ensure where ever possible that equipment used is accessible to all children regardless of their needs.
  • After-school provision is accessible to all children, including those with SEN.
  • Extra-curricular activities are accessible for children with SEN.

  How does Lifton Community Primary School support the transition of children with SEN? Transitions can be difficult for a child with SEN and we take steps to ensure that any transition is as smooth as possible. If your child is moving to another school:

  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCO from the new school.
  • We will make sure that all records about your child are passed on as soon as possible.
  • If your child would be helped by a transition book or PCP (Person Centred Plan) to support them in understand moving on and what their needs are, then one will be made for them.

If your child is joining us from another school or Early years setting:

  • The SENCo will visit pre-schools with the Foundation Stage Leader when appropriate.
  • The school will arrange a meeting with yourselves and your child’s early years provision to agree what transition support would be appropriate. This may include visits to our school and stay for a taster session, if this is appropriate.

  Moving to KS3:

  • The SENCO will discuss the specific needs of your child with the SENCO of the child’s secondary school. In most cases, a transition review meeting (to which you will be invited) will take place with the SENCO from the new school.
  • Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
  • Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.
  • If your child would be helped by a PCP (Person Centred Plan) then the class teacher will complete this with your child. In some cases a PCP meeting may be held to support the transition process.
  • When moving classes in school: Moving classes can be just as difficult for children with SEN as moving to a new setting and at YFPS we recognise the importance of information sharing and getting to know the children entering our class.
  • Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher.
  • Provision maps and/or DAFs will be shared with the new teacher.
  • If your child would be helped by a transition book or PCP to support them in understand moving on, then one will be made for them.

  Who can I contact to provide additional advice and support for my family? Mrs Tanya Clark, our SENCO and Mrs Cripps, our Assistant SENCO, are both available to support families in our school community. They are able to offer a range of support and advice including:

  • Signposting parents to different organisations that may help them.
  • Talking to parents about their anxieties or difficulties concerning their child.
  • Working with parents to help them to deal with parenting challenges such as; behaviour, sleeping, eating, bereavement and other difficulties.
  • Providing information about how to access Parent Partnership.
  • Depending on the issue, the class teachers, Head teacher and SENCO are also able to offer advice and support.
  • Please refer to the directory in the Local Offer for further support, advice and other services.

  If I am not happy with the provision, how can I share my concerns or make a complaint? We very much hope that you are happy with the SEN provision at Lifton Community Primary School. However, if you are not happy with the provision in place for your child at Lifton Community Primary School, there are several ways to resolve this:

  1. Firstly, talk to the class teacher.
  2. Talk to the SENCO.
  3. Talk to the Head teacher.
  4. Parent partnership can offer parents impartial support and advice.

At Lifton Community Primary School, we value the involvement of parents in supporting the development of all children and hope that concerns can be resolved with the class teacher and SENCO to ensure your child is happy and supported appropriately. If you feel you need to make a complaint, our complaints procedure can be found on the website.   What is A Local Offer? A Local Offer gives children and young people with special educational needs or disabilities and their families information about what support services the local authority think will be available in their local area. Every local authority is responsible for writing a Local Offer and making sure it is available for everyone to see.   Where can I find information about the Devon’s Local offer for children and young people with SEN and their families? This can be found at Devon Directory of Services Also see