Special Educational Needs at Shellingford CE (A) Primary School

Shellingford CE (A) Primary School is an inclusive school. We ensure that each and every pupil is secure in the knowledge that they are a special and valued member of our school community. We celebrate diversity and embrace the opportunities that this brings to enrich the experiences of adults and children alike. For example, staff and pupils have recently enjoyed learning to communicate (and sing!) through sign language. Our strong Christian ethos is visible and apparent throughout the school; adults and pupils have a great deal of respect for each other and relationships are accepting and supportive.

All of our pupils, regardless of their needs, are offered a teaching and learning experience that enables them to make the best possible progress educationally, socially and emotionally. They are highly valued and fully included in all that we do. We strive to enable each and every one of our pupils to become a confident, secure, independent and resilient learner.


Our School Offer

We have a detailed SEN Policy , which explains clearly how our practice reflects the statutory requirements set out in the new SEN Code of Practice: 0-25 Years (April 2014). It is important to us that parents are aware of the procedures that we, as a school, have agreed to follow in order to support pupils with SEN. We have therefore ensured that our SEN policy is ‘parent friendly’, with every aspect of our work with pupils with SEN explained in full detail.

Our School Offer complements our new SEN Policy and, we hope, provides information that we believe is helpful to parents who have concerns about an aspect of their child’s learning, well-being or conduct in school.

We would like to ensure that our School Offer remains useful and relevant to all who use it. Your feedback and suggestions are most welcome, and will go a long way towards helping us to achieve this.

What is Special Educational Needs?

The term Special Educational Needs (SEN) covers any learning difficulty or disability that requires provision that is additional to, or different from, that which can be provided through normal classroom teaching. It covers a range of needs, including: communication and interaction, cognition and learning difficulties, social and emotional, health or sensory difficulties or physical needs. The need may be short or long term, for instance a child with a broken arm may require additional/special provision for a number of weeks, whereas a child with Dyspraxia may require additional/special provision throughout their time at school.

How will the school adapt to meet my child’s needs?

  • We spend time together as a school devising schemes of work that are stimulating, engaging, appealing and accessible.
  • Our teachers deliver high quality teaching, which is carefully differentiated to meet individual needs.
  • The teaching/learning environment is rich in multi-sensory resources including models, images and equipment to support the learning process for each of our pupils.
  • We provide access to a range of individual and small group based intervention programmes as appropriate. We often adapt/amend/devise our own highly individualised programmes using elements of the above, and/or specialist resources to match the needs of specific pupils.
  • We promote independence in learning through the use of diverse computer software and APPS.
  • We plan activities/give responsibilities that build on individual strengths and promote their success.
  • We make physical adaptations as necessary to allow our pupils full access to the school buildings and grounds. See our  Accessibility Plan .

What specialist expertise does the school have access to?

Within the school, we draw on the support and advice of our:

  • Nationally accredited qualified Special Educational Needs Coordinator (SENCo)
  • Assistant SENCo

We also have access to a number of external agencies and professionals:

  • Educational Psychologist (traded service)
  • Special Educational Needs Support Service (SENSS)
    • Physical Disability Team
    • Visual Impairment Team
    • Communication and Interaction Service
  • Integrated Therapies Team
    • Physiotherapy
    • Occupational Therapy
    • Speech and Language Therapy
  • PCAMHS consultation line
  • School Health Nurse

How will I know how my child is getting on?

  • Pupil Profiles – used by our teachers to track and monitor the impact of our provision
  • SEN consultations – parents, teacher and SENCo review progress and discuss next steps
  • EHC plan (Statement) annual review – statutory, multi-disciplinary review meeting

All of the above are explained in detail in section 5 ‘Managing Needs’ of our SEN Policy)

Who can I speak to if I am concerned?

We are a receptive, approachable team here at Shellingford CE (A) Primary School, and we appreciate that issues surrounding SEN can sometimes be difficult to talk about. We will always do our best to make time for you; to listen, advise and discuss next steps for your child. We welcome and actively encourage parental involvement, so please do not hesitate to get in touch

  • If you are concerned about your child’s learning, well-being or conduct in school, we advise that you talk through with their class teacher initially.
  • For concerns regarding a SEN, you can contact the SEN Team – our SENCo, Miss Katie Long, or our Assistant SENCO, Mrs Anne Davis.

SEN Contact Information

Our SEN Team:

  • Miss Katie Long, SENCo
  • Mrs Anne Davis, Assistant SENCo

You can contact us via:

Extra Curricular activities

Our after school clubs are open to all pupils. Where a child’s needs means that they require additional support in order to access a particular club, we endeavour to provide this.

Moving to secondary school

The move to secondary school represents a significant life experience for every pupil. It can be both an exhilarating and terrifying time; and, for some children with SEN in particular, we understand that it can also be overwhelming and unsettling.

Our support at this time may include:

  • A programme of exploratory ‘transition’ sessions, usually one adult to one or two children.
  • Extra visits to the new setting; additional opportunities to become familiar with new routines and key places/people.
  • Working on a ‘Transition Book’ or similar. With adult support, the child develops a scrap book using photographs and notes that they can refer to at leisure.
  • Liaison with key staff at the new setting
  • Encouraging parental involvement – we believe that, by working collaboratively, we can instil a sense of security that will enable the child to explore their feelings surrounding this time with confidence.

This list is not exhaustive. We tailor our transition support to closely match the needs of each individual.

Transition to a specialist setting

If your child has an EHC plan, and you are considering investigating a move to a specialist setting, it is important that you notify the SEN team as soon as possible, preferably before the pupil has begun year 6. This is advisable even if you are just looking to ‘keep your options open’. We will then be able to ensure that we are working within the deadlines set by the Local Education Authority (LEA) for the various parts of the process that is involved.

What information/support is available to us as parents of a child with SEN?

Oxfordshire LEA has now published its Local Offer. This can be found via the Oxfordshire County Council website, or through the following link;

The local offer comprises a directory of services that parents can access.

SEN Report