School Offer for Pupils with Special Educational Needs and Disability (SEND)

Last modified: October 10, 2018

At St Lawrence the needs of all children are met first and foremost by the provision of quality first teaching and learning experiences. The teaching staff are supported by a team of extremely talented teaching assistants who have a range of SEND related qualifications including – Speed Up Handwriting, RML Phonics and Cool Kids.

SENCO – Mrs Rachel Tomkinson / Mrs Kerry Tudor  

HLTA  – Mrs Kerry Tudor – EKLAN Level 3

TA – Mrs Tracey Jenkins

St Lawrence School is an inclusive school and may offer the following range of provision to support children with Special Educational Needs/and or Disability (SEND). Please see our Equality Policy & Accessibility Plan.



SEND Information Report 2016

SEND Information Report 2017


Planning and assessment

  • Teachers plan daily lessons to meet the needs of all pupils in their classes so as to promote learning for all. Children with SEND are identified on these plans.
  • Teachers write Individual Education Plans (IEPs) for some pupils to support their progress. This is needed where short term targets relating to targeted interventions are needed.

Social Skills programmes/support including strategies to enhance self-esteem

  • Pupils are supported in short, small group sessions or 1-to-1 situations depending on their identified need to discuss strategies to develop self-esteem
  • We have weekly Reward Assemblies to reward effort, achievement, being a good citizen or sportsperson etc.
  • We use SEAL materials in assemblies and this forms the basis of our PSHE (Personal, Social, Health Education) planning.
  • We have “Jumping Jaxx” at playtime, the children that lead these activities are older, trained pupils who will play games with less confident children.
  • Where needed pupils have access to a mentor from the SLT who they can come and talk to.
  • Each year group has representation on the School Council.
  • School Council members hold surgeries for children to give them their ideas and discuss any concerns they would like councillors to look in to.
  • Some children take part in a program of ‘Peer Games Sessions’ to facilitate friendship skills. This takes place under the direction of an adult.
  • We have pennies of kindness to reward children thinking of others before themselves and recognising kind and thoughtful children

Mentoring activities

  • ‘Jumping Jaxx’ takes place in the playground at lunchtime.
  • Where needed a Circle of Friends approach is provided for targeted children.

Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)

  • Children have access to laptops/ipads/tablets and PCs as part of normal class provision.
  • Devices for additional recording e.g. Cameras, video recorders, voice recorders are available.
  • Audio books for group readers are used.
  • All children have access at school and at home to virtual learning environments via Mathletics and Reading Eggs/Reading Eggspress to extend practice in Literacy and Numeracy skills.
  • Children have access to a large touch screen computer for development of fine motor skills.

Strategies/programmes to support speech and language

  • We deliver programmes provided by Speech and Language Therapists, in conjunction with support provided by the child’s parents at home in a 1-to-1 or small group setting (as directed by the therapist).
  • Children in Foundation Stage and Key Stage 1 are supported in “show and tell activities”. * Adults carry out the ‘Language for Thinking’ program as recommended by the speech therapist.
  • We have a member of staff who is ‘Elklan’ trained to level 3 (Highest level)

Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs

  • We have trained staff trained to deliver therapy programmes to develop fine and gross motor skills. These programs are ‘Cool Kids’, ‘Movement group’, ‘Write from the Start’ and ‘Speed Up Writing’.
  • We provide some small items such as writing slopes and a range of pencil grips to facilitate correct pencil grip as required. We also have available ‘Stabilo’ pens for use by children who may benefit from this support.
  • ‘Wobble’ cushions are available for children who need support developing postural stability.

Strategies to reduce anxiety/promote emotional well-being (including communication with parents)

  • We have an open door policy for parents to encourage discussion of anxieties at an early stage.
  • We collaborate with our School Nurse to support pupils with emotional needs.
  • We do transition work at school to support the transfer to secondary school. Extra visits may be arranged to the new secondary school for targeted children. We support all pupils with SEND to move year group with a move-across session with their new teacher.

Strategies to support and develop literacy

  • Small group/ individual support for example with additional guided reading or phonics.
  • Children who need extra support to develop their reading skills follow the ‘Reading Intervention Pathway’. This series of over two hundred books from a variety of publishers is followed at home and at school and is overseen by the SENCO.
  • Parents are trained by the SENCO in the use of the early phonic books in this pathway.
  • The SENCO and trained teaching assistants deliver a range of small group interventions to support children in the acquisition and application of phonics (children who have not been as successful as hoped in the Year 1 phonics test will access this support to accelerate learning). This is further developed using ‘Fresh Start’ materials to give extra support in years five and six for the development of comprehension and writing skills.
  • We access the ‘Volunteer Reading Scheme’ to give extra support and practice in reading to children on a 1:1 basis.
  • We train parent volunteers to support reading with children on a 1:1 Basis.
  • Reading Eggs and Reading Eggspress as described above.
  • All children are closely tracked to monitor progress allowing early intervention where progress is a concern. Assessment is carried out half termly to ensure close tracking of children thus allowing immediate intervention where needed.
  • In year 1, children have access to ELS (Early Literacy Support) if necessary.
  • Support of outside agencies such as the Learning Support Advisory Teacher (LSAT), Behaviour Support Team (BST) and Outreach are accessed as needed.
  • Teaching assistants are trained by the SENCO to deliver an intervention program designed to develop memory skills.
  • Children with identified needs are targeted for individual extra 1:1 reading time with teaching assistants and teachers.

Strategies to support/develop numeracy

  • Small group/ individual support for example with additional practice for number bonds or tables
  • Use of Springboard (Wave 2) and Wave 3 intervention materials for individuals
  • Use of small visual apparatus to support kinaesthetic learners
  • Booster classes where appropriate in Y6, for children who are on the cusp of the next National Curriculum level, to enhance progress to this level.
  • Mathletics at home and at school.

Strategies to support and modify behaviour

  • Positive behaviour strategies (in line with our Behaviour Policy).
  • We reward positive behaviours.
  • We have accessed the support of the Behaviour Support Team to train and support our staff in positive behaviour management.
  • Learning mentors from the Behaviour Support Team have worked in classes to support children with particular behavioural and emotional needs. This is accessed as a need arises.

Liaison/Communication with Professionals/Parents attendance at meetings and preparation of reports

  • All parents receive a full school report each year.
  • There are termly opportunities for all parents to review their child’s progress at Parents Consultation Evenings or Open Afternoons
  • There is an open door policy and parents may speak to staff members at the start or end of school or make an appointment to discuss more lengthy or private matters.
  • For pupils with Individual Education Plans the class teacher will contact parents tri-annually to review progress and discuss new targets. Where there are concerns these meetings will be more frequent.
  • For pupils working with outside agencies such Speech and Language Therapist, Educational Psychologist, LSAT etc. parents will be invited into school to meet with these outside professionals to understand the nature of the work taking place and to discuss findings.
  • We operate with the CAF system and have Team Around the Child or Family meetings (TAC or TAF meeting) for some families.
  • We work with Childline to support children in understanding how to keep safe. We also work alongside the local police programmes outlining how to stay safe online.

Access to Medical Interventions

  • All support staff are trained in paediatric first aid.
  • All staff are trained in care for pupils with asthma, epilepsy and anaphylaxis (epipens).
  • We make all reasonable adjustments, in accordance with a pupil’s Healthcare needs as advised by their families and GP/Specialist Nurse, to support pupils.