SEND Information Report
The kinds of SEN that are provided for:
Greenland Community Primary School currently provides additional to and different from provision for a range of needs within our mainstream classrooms, including:
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Communication and interaction - children with speech, language and communication needs including autism.
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Cognition and learning - children who learn at a slower pace than their peers and those with specific specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
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Social, emotional and mental health - ADHD, anxiety, emotional regulation difficulties, confidence, self-esteem.
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Sensory and Physical - children with hearing or visual impairments, sensory seeking or avoidant, motor skills difficulties.
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Children may present across one or more of these areas of need or have neurodevelopmental lifelong conditions such as Fetal Alcohol Spectrum Disorder (FASD) or chromosome duplication or deletions.
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We maintain a SEN register that is a working document and is continuously updated and reviewed.
​​There are currently 61 children on our SEN register which equates to 19.7% of children on roll. The national average number of pupils who have a special educational need is currently 19.6%, with 14.2% needing SEN support and 5.3% having an Education, Health and Care Plan (national SEN data at 22.04.26)
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​The school provides details on the levels and types of need at termly intervals to the Local Authority through the school census.
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Greenland also has an Enhanced Provision (The LAMP) which supports a mix of needs for Key Stage 2 pupils, ensuring that children with more complex special needs can remain in education in a school within their community. The LAMP offers an enhanced offer for up to 24 children. 8 of these places are commissioned by the Local Authority. The LAMP has smaller class sizes therefore higher staff to pupil ratios, adapted teaching and learning delivered in shorter bursts, planned opportunities for movement embedded into daily routines, access to sensory circuits and focus tools and a nurture based ethos at its core. It is located in a tranquil wooded environment adjacent to the main school and has direct access to forest school. Children in the LAMP integrate fully into Greenland school, mixing for lessons such as Reading, Phonics and Maths (where able) and integrating with mainstream peers at play times and lunch times. The LAMP does not provide 1:1 support for children and promotes independence, encouraging growth and resilience and setting high aspirations. Children's needs are met through a nurturing daily structure and routine, alongside targeted interventions identified in their Education, Health and Care Plans.
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Within the LAMP there are currently 26 children. 16 in a Year 5/6 classroom (LAMP 3) and 10 in a Year 3/4 classroom (LAMP 2). Each base has a minimum of two adults. 8 of these places (across both classrooms) are currently commissioned by the Local Authority, which pupils can access via EHCP consultation. All children in the LAMP currently have cognition and learning difficulties and many are autistic (or awaiting diagnosis). Many of the pupils present with speech language and communication difficulties and many have heightened anxiety, especially about school. Children can be withdrawn or isolated, sensory seeking - disruptive or disturbing in a mainstream classroom, over-active, impulsive or lacking in concentration and require an adapted environment and provision in order to thrive and make progress.
If you would like to discuss your child’s SEND needs please contact the school.
Our SEN Provision
At Greenland Community Primary School, we believe that every child, whatever their ability, should have the opportunity to access all areas of the curriculum so they can achieve their personal potential, academically, socially and emotionally and fully participate in school life. We believe every teacher is a teacher of every child including those with SEND. Our school strives to have high aspirations and expectations for all, focusing on outcomes for children. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities.
We follow the graduated approach and the four-part cycle of assess, plan, do, review.
This draws on:
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The teacher’s assessment and experience of the pupil
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Their previous progress, attainment and behaviour
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Other teachers’ assessments, where relevant
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The individual’s development in comparison to their peers and national data
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The views and experience of parents
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The pupil’s own views
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Advice from external support services, if relevant
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on pupil progress.
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Quality First Teaching
All children receive a high Quality First Teaching (QFT) offer. This is where most children and young people will have their special educational needs met in school through high quality adapted classroom practice. We offer a range of support under our Quality First Offer so that adaptations to work or provision can be made without the need to be placed on the SEN register.
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Short Note
A Short Note is a record of an initial concern either a parent or teacher has about a child which has been shared together. This sets out what the concerns are from both parties, the next steps to be taken, the outcomes sought for the child and a review date. No more than two Short Notes should be completed for any one child and should be reviewed after an agreed period of time (usually within weeks rather than months).
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SEN Support Plan
A SEN Support Plan details agreed outcomes specific to the child’s primary need. The SEN Plan then illustrates, via SMART targets, how we can support the child to achieve the outcomes. Parents and carers will be partners in producing the plan and we encourage full participation and engagement from parents and carers.
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SEN Support Plans are reviewed termly by the child’s class teacher and parents/carers.
At any time, parent’s can discuss their child’s progress with the class teacher. The class teacher can seek advice from the relevant SENDCo and they may attend some meetings alongside the class teacher to support or advise.
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Top Up Funding
Following two cycles of SEN Support Plan Review (usually over two terms); and where a child has needs which require higher levels of adult support (to deliver interventions and provide ongoing classroom based support), school (with evidence) may apply for Top Up Funding so that they can offer higher levels of interaction.
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Education, Health and Care Plan (EHCP)
A small percentage of children with complex and significant needs might require an EHCP. An EHCP is for any child or young person with significant and complex Special Educational Needs or Disabilities (SEND). External agencies such as CAMHS, Educational Psychology, Occupational Therapy and Speech and Language Therapy will be required to contribute to this process where applicable. The purpose of an EHCP is to provide clear, structured support for any difficulties that the child or young person has through a multidisciplinary approach. Further advice on the EHCP process can be sought from school SENDCOs, SENDIASS or the Local Authority.
Our approach to teaching children & young people
with SEN
At Greenland Community Primary School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children.
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For further information, you can view our Teaching & Learning Policy in the School Policies section of our website.
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We are committed to ensuring that all pupils:
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Have access to the school curriculum and all school activities.
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Achieve to the best of their abilities, despite any difficulty or disability they may have.
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Have teaching staff who are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
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Gain confidence and improve their self-esteem.
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Are supported by parents/ carers, staff and relevant external agencies in order to meet their special educational needs and disabilities.
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Who need special consideration to support their needs (whether these are educational, social, physical or emotional) are identified at the earliest opportunity.
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Receive suitable provision to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
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Are fully included in all activities of the school in order to promote the highest levels of achievement.
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Are encouraged to be independent, resilient and have a greater sense of self-worth.
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Have an entitlement to celebrate their achievements.
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Teachers are responsible and accountable for the progress and development of all the pupils in their class. High quality teaching is our first step in responding to pupils who have SEND. This will be adapted for individual pupils dependent upon their needs.
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We also provide the following interventions and support:
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Social Emotional and Mental Health
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Calma Class/Relax Kids
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Connecting with Children
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Starving the Anxiety Gremlin
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Starving the Anger Gremlin
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Nurture
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Zones of Regulation
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Emotional Literacy programmes
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Calm corners in each classroom
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Physical and Sensory
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Fine motor skills development
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Gross motor skills and fundamental movement skills
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Sensory circuits
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Sensory smart classrooms (access to sensory aids and focus tools)
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Communication and Interaction
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Intensive Interaction
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Small group support
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1:1 support
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Getting Along Programme
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Social Stories
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Comic Strip Conversations
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Speech and Language interventions (including speech sounds and blank levels)
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Cognition and Learning
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Metacognitive approaches in Teaching
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Small group support
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1:1 support - heuristic scaffolding
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Read Write Inc 1:1 Tutoring
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Reading Plus
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TT Rockstars
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Colourful Semantics
​How we identify, assess and review children with special educational needs
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We follow the graduated approach and the four-part cycle of assess, plan, do, review. For more detailed information on the assess, plan, do, review process please click here: Assess, Plan, Do, Review Information for Parents.
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The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
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The teacher’s assessment and experience of the pupil
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Their previous progress and attainment and behaviour
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Other teachers’ assessments, where relevant
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The individual’s development in comparison to their peers and national data
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The views and experience of parents
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The pupil’s own views
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Advice from external support services, if relevant
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The assessment will be reviewed regularly.
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All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
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All teachers are teachers of children with special educational needs and quality first teaching is a priority for all pupils including those with SEND. Teaching is adapted as necessary.
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The school will assess each child’s current levels of attainment on entry in order to ensure that they build on the patterns of learning and experience already established during the child’s pre-school years. If the child already has an identified special educational need, this information may be transferred from other partners in their Early Years setting and the class teacher and SENCO will use this information to:
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Provide starting points for the development of an appropriate curriculum
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Identify and focus attention on supporting the child within the class
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Use assessment processes to identify learning difficulties
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Ensure on-going observation and assessments provide regular feedback about the child’s achievements and experiences to form the basis for planning the next steps of the child’s learning.
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Ensure that there is a programme of assess, plan, do and review
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Your child’s progress is continually monitored by his/her class teacher and progress is reviewed formally every term in reading, writing and mathematics.
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At the end of each Key Stage (i.e. at the end of Year 2 and Year 6) all children are required to be formally assessed using Standard Assessment Tests (SATs). This is something the government requires all schools to do and the results are published nationally.
To identify children with SEND, the children’s performance data alongside teachers’ evidenced concerns will prompt identification under the 4 broad categories identified in the Code of Practice 2014 and a Short Note will be completed by the teachers and parent/carer.
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Examples of why children are placed onto Short Notes or SEN Support plans, are that despite receiving quality first teaching the child:
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continues to make little or no progress in specific areas over a long period;
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continues working at National Curriculum levels substantially below that expected of children of a similar age;
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continues to have difficulty in developing literacy and mathematics skills;
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has emotional difficulties which substantially and regularly interfere with the child’s own learning or that of the class group.
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has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service;
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has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
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Children may then progress to a SEN Support Plan detailing smaller steps which are personal to your child and their progress. These will be reviewed termly and a future plan made. Targets will be set which are designed to support your child and to improve learning outcomes. Progress against these targets will be reviewed regularly by the class teacher and evidence for judgements assessed. Teachers discuss progress on a termly basis at SEN review meetings with parents/carers. SEN plans are reviewed three times per year, each October, February and May/June.
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The progress of children with an Education Health and Care Plan (EHCP) is formally reviewed at an Annual Review, with all adults involved with the child’s education including Parents/Carers. These are arranged by the SENCO. Individual Learning Plans (termly plans to work towards the annual plan) are reviewed in line with SEN plan reviews in October, February and May/June so that progress towards the annual targets identified in the EHCP are tracked.
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The SENCO will monitor SEN interventions and carry out regular monitoring and checks on SEN provision in classes. Regular learning walks, book and work scrutinies and lesson observations will be carried out by the SENCO, and other members of the Senior Leadership Team, to ensure that the needs of all children are being met, and that the quality of teaching and learning is high.
For further information please view our Accessibility Plan by clicking here: School Policies
How we adapt the curriculum and learning environment for children & young people with SEN
We are proud of our recently built and accessible school building and continue to improve the access of the physical environment for all through our Accessibility Plan. Regular training is provided to staff to ensure the changing needs of our pupils are being met. We regularly review school publications and promote the availability in different formats for those that require it.
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We make the following adaptations to the curriculum to ensure all pupils’ needs are met:
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Adapting our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
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Adapting our resources and staffing
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Using recommended aids, such as laptops, Clicker, coloured overlays, visual timetables, larger font, etc.
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Adapting our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, visual cues to accompany verbal instruction.
More information can be found in our Accessibility Plan.
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Additional support for learning
We have a wide range of experienced teaching assistants and higher level teaching assistants who are trained to deliver interventions such as those referred to in 6.6 above.
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Teaching assistants will support pupils usually in small groups where that is deemed by the teacher, SENCO and Head teacher to be an appropriate use of resources and to help the child achieve their best outcome. The impact of additional small group or 1:1 support is tracked by the teacher supported by the SENCO, and is reviewed termly. Children are encouraged and supported to work independently wherever possible and steps to develop their resilience and independent learning skills are promoted.
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If you would like to discuss your child’s SEND needs please contact the school .
SEN Support
At Greenland School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
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We offer;
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Targeted intervention programmes, such as Speech sounds and blank levels as advised by Speech and Language Therapy Team
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Metacognitive approaches in all lessons for all pupils
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Small group support within lessons using heuristic scaffolding to prompt and remind before we model a task again
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If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
How children with SEN engage in all activities?
All of our extra-curricular activities and school visits are available to all our pupils, including our breakfast club, wrap around care and after-school clubs (all subject to availability).
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All pupils are encouraged to participate in our annual trip to the beach, residential stays, our Annual Ski Trip and our Harvest and Christmas celebrations.
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All pupils are encouraged to take part in sports day, school plays and assemblies and creative week workshops. No pupil is excluded from taking part in these activities because of their SEN or disability. Ensuring a child's safety and that of others is a key component to safeguard all pupils. Risk assessments are carried out for pupils where needed.
Support for Medical, Emotional & Social Development
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Greenland are an inclusive school, welcoming and celebrating diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.
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The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be parents and carers first point of contact.
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If further support is required relating to SEN, our SENCOs, Miss Freya Claydon or Miss Claire Mallett or any other members of our Senior Leadership Team can offer further advice and support. This may involve working alongside outside agencies such as Health and Social Services and Local Authority Support Services.
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At Greenland we consult with a wide range of agencies and partners to ensure the pastoral, medical and social needs of SEND children are met.
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In 2014 the Government published a SEND Code of Practice which governs how SEND children should be supported. This is statutory guidance and all schools, local authorities and health providers must have regard to it when providing for SEND children/young adults. To view the SEND Code of Practice please click here: SEND Code of Practice.
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Medical
Some children in our school may have medical conditions that require care and support to enable full access to education, including school trips and physical education. Some children with medical conditions may be physically impaired and where this is the case the school will comply with its duties under the Equality Act 2010. For more information about how we ensure access to provision for all children please view our Accessibility Plan by clicking here: School Policies
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All staff are made aware of the needs of children with allergies, in particular food. Pupils with medical conditions are supported in all areas of the curriculum to ensure equal access to all.
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Individual care plans can be put in place for those children with more complex medical conditions.
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Work closely with other professionals, both in-school staff, the school nurse, outside agencies and parents/carers to support all public health and medical needs within the school
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Are able to meet with parents/carers to discuss any concerns within a confidential and supportive environment
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Ensure staff receive up to date training and we seek advice from the relevant professionals to meet a families’ needs
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Can arrange school nurse involvement and drop in sessions for parents/carers
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The school has a policy regarding the administration and managing of medicines on the school site. Parents need to contact the school office if medication is recommended by Health Professionals to be taken during the school day. On a day to day basis the Office Staff and/or Designated Teaching Assistants generally oversee the administration of any medicines. As a staff, we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations. To view our Administering Medicines Policy please click here: School Policies
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To meet medical needs we will ensure that we have:
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Individualised care plans with recommended approaches implemented consistently
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Trained staff with first aid qualifications including paediatric first aid
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Appropriate equipment available to meet individual care plans and specialist needs. It is vital that such equipment is fully maintained and meets all statutory requirements in terms of health and safety.
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Social and Emotional
As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. If a child displays behavioural needs, a graduated approach to support them will be put in place. In some instances this may result in an Individual Behaviour Plan (IBP) being developed alongside the child and parents to identify the specific issues, put relevant support in place and set targets.
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As an attachment aware school, all staff are trained in restorative approaches, forming an important part of dealing with behavioural incidents in school. This approach is embedded into our Behaviour Policy and enables us to provide the best support and guidance for our children. To view our Behaviour Policy please click here: School Policies
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How we can support your child with medical, social and emotional needs
The following programmes are available to support children:
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Connecting with children
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Getting Along programme
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Relax Kids
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Zones of Regulation
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Social Stories
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If you would like to discuss your child’s SEND needs or ask any questions, please contact the school .
Children in Care with SEND
Miss Anne Marie Lewis is our Designated teacher for Children in Care. She ensures that the needs of our children with SEN who are also in care are met and works closely with SENDCOs Miss Mallett and Miss Claydon as appropriate.
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Part of their responsibility is to ensure that all teachers in school understand the implications for those children who are looked after and have SEN. Working collaboratively they will attend Review Meetings for children looked after, Care Team Meetings and complete Personal Education Plans (PEPs).
How we evaluate the effectiveness of SEN Provision
We evaluate the effectiveness of provision for pupils with SEN by:
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Reviewing pupils’ individual progress towards their goals each term
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Reviewing the impact of interventions half termly
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Monitoring by the SENCO
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Using SEN Support plans and/or provision maps to measure progress
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Holding annual reviews for pupils with statements of SEN or EHC plans
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Carrying out learning walks, observations and book scrutinies.
If you would like to discuss your child’s SEND needs further please contact the school.
SEN Transition
How we support children/young people with SEN starting at our school
We liaise directly with parents as well as previous nurseries and settings to ensure that we fully understand the needs of children starting at our school and can give them the support they need from the outset. We meet with the child before they start and ensure that parents have the opportunity to ask any questions they wish and express any concerns they may have.
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The child is encouraged to visit the school for a look round with their parent where they can have a tour of the school and meet their class teacher before they start. In EYFS, the child comes in for a short, informal play alongside the existing cohort of children before starting school officially. We request the relevant paperwork from the previous school to ensure a smooth transition between schools.
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How we support children/young people with SEN moving between classes in our school
We have a transition week where children spend time (usually three days) with their new teacher and class in preparation for the new school year. We are a two form entry school so children often have a new teacher and classmates. Children in our school are used to changing classes each year and are supported emotionally for this transition. Careful consideration is taken to placing each pupil in the right class for them. In Sumer term, staff meet to discuss each pupil with the next teacher before the end of the academic year and talk about SEN pupils in detail, passing on what works well. We also create One page pupil profiles for children requiring more in-depth information, to fully equip teachers with information they may need to best support the child.
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How we support children/young people with SEN leaving our school
Children often spend time at their new school before leaving us. Extra transition can be arranged if it is felt the child would benefit, in collaboration with the new school. Our SENCOs contact the receiving school SENCO to discuss any specific needs and pass on strategies for supporting pupils to ensure stability and consistency for the child. Children in the LAMP also have Educational Psychology support from Year 5 onwards to prepare them for transition and to ensure both parent and pupil voice is captured and shared with the receiving school. Close communication is vital to supporting children in this process.
SEN Specialist Expertise
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The main contacts for Special Educational Needs and Disability at Greenland Community Primary School are our SENCOs.
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Mainstream SENDCO
Miss Claydon is our SENDCO for the mainstream pupils and school. She is a fully trained and qualified SENCO and is a passionate and dedicated practitioner who brings a wealth of experience and enthusiasm to this challenging and rewarding role.
Enhanced Provision SENDCO (The LAMP)
Miss Mallett is our SENDCO for the LAMP. Miss Mallett achieved the National SENCO Award qualification in 2015 and was previously overall SENDCO for Greenland for 8 years before opening the Enhanced Provision. She has a Masters Degree in Education with a specialism in Children’s Emotional Wellbeing and Mental Health.
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SLP Lead Practitioner for SEND
Miss Mallett is our Lead Practitioner for SEND across our MAT (SLP) and as such provides ongoing support, guidance, training and networking opportunities for colleagues (teachers, SENDCOs and Governors).
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Our SENDCOs have taken part in relevant professional development courses such as Intensive Interaction, Attention Autism, PDA, Neglect, Safeguarding Children, Child Protection, Nurture, Attachment awareness, Emotion Coaching, Autism awareness, Sensory Smart Classrooms, Speech and Language Training, County Lines, Adverse Childhood Experience and Early Trauma (ACES), Female Genital Mutilation (FGM), Safer Recruitment in schools, Managing sexualised behaviours in primary school, ADHD and other relevant training.
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They regularly take part in continuous professional development to update and refresh their skills.
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Miss Randle our LAMP 3 teacher has also achieved the NASENCO qualification (2023) as has our Head Teacher, Miss Anne Marie Lewis (2015).​
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Contact details
Our SENDCOs can be contacted on the main school telephone number (01207) 232147.
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Please refer to the SEN Policy and Information Report for further information about the roles and responsibilities of the SENDCOs, SEN Governor and Head Teacher. Please click here to access this document: School Policies
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We are happy to discuss your child’s SEND requirements in more detail and encourage you to contact the school to arrange an appointment with our relevant SENDCO.
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The Class Teacher
The class teacher is responsible for checking on the progress of your child and identifying, planning and delivering any additional help your child may need. The teacher is responsible for letting the SENCO know about any additional needs at the earliest opportunity. Your child’s class teacher works closely with teaching assistants and specialist staff to plan and assess the impact of support and interventions and will write your child’s outcomes and targets in their SEN support plan. The teacher will be your first point of contact for your child’s progress on a day to day basis and will ensure that the SEN policy is followed in their classroom and that all the needs of their children are met.
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Teaching Support Staff
Teaching Assistants work closely with the class teacher to deliver interventions and to provide support to your child in the classroom. They capture and record progress and ensure that the support they are giving is matched to that outlined in the SEN Support Plan or EHCP.
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Courses Attended by Staff
Last academic year staff attended professional development courses with a specific focus upon SEND:
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Emotional well-being and literacy courses (Connecting with Children)
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Speech and Language training
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Getting Along: an intervention programme encouraging social development skills
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Nurture
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Restorative Approaches
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Attachment Awareness and Emotion Coaching
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Improving resilience in the classroom
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Attachment Awareness
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ADHD support
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Precision Teaching
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Specific Literacy Difficulties
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Understanding ASD and Classroom Strategies
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Bereavement support courses
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Greenland also work closely with a wide range of external agencies in order to provide the highest level of support for pupils with SEND by:
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Extending expertise of school staff by providing specific training
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Providing additional assessment
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Acting in an advisory capacity to school and parents
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Supporting a child directly
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Building capacity within schools so that they can offer ongoing specialised support
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The agencies we work with include:
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Cognition and Learning
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Medical practitioners and specialist therapists, eg District Nurses, Paediatricians.
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If you would like to discuss your child’s SEND needs, please contact the school .
Disability and Accessibility
Greenland Community Primary School is committed to providing a fully accessible environment which values and includes all children, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual and emotional needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
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We ensure that all children are able to take part in all activities, whether in school, in lessons or extra curricular sessions or outside of school, on trips for example. We celebrate diversity in school through assemblies, PSHE lessons and through our curriculum.
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At Greenland we aim to provide a safe, stimulating, consistent and accessible service to children and their parents/carers. We always aim to provide high quality services for everyone, but accept that sometimes things do not always go to plan. In such circumstances, we want to know so that we can put them right and learn from any mistakes. In the first instance parents/carers are encouraged to speak to the relevant member of staff, if deemed appropriate. If not, the Head Teacher should be contacted and they will try to resolve the problem. Further information about how to do this is included within Greenland Community Primary School Complaints Policy available within the Policies section: Complaints Policy
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The facilities to assist access are outlined in our Accessibility Plan which is reviewed annually. To view our Accessibility Plan please click here: Accessibility Plan
Our Accessibility Plan and actions will be reviewed and adjusted annually and a new Accessibility Plan will be produced every three years. The Accessibility Plan contains relevant actions to:
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Improve access to the physical environment of the school, adding specialist facilities as appropriate and necessary.
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Increase access to the curriculum for pupils with a disability. This covers reasonable adjustments within teaching and learning, specialist aids and equipment and the wider curriculum, such as after school clubs and visits etc.
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Improve the provision of information to children, staff, parents and visitors with disabilities. All information will be made available in various formats within a reasonable time frame.
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Improve equality and inclusion across the school.
Please click here for more information about Equality and Inclusion: Equality & Inclusion information.
Consulting with our SEN Pupils, Parents & Carers
Consultation with Children and Young People with SEND
Following the Graduated Approach children can contribute to the process of identifying their need and setting agreed outcomes. The provision is planned and support is allocated as detailed in a child’s individual SEN Support Plan / EHCP. For more information about the Graduated Approach we adopt at Greenland, please click here: The Graduated Approach information
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Consultation with Parents and Carers of Children with SEND
We are committed to working with parents and carers to identify your child’s needs and support. Consultation with families is key to ensure we can meet the needs of your child. We encourage a collaborative approach and pride ourselves in forging excellent relationships with our families. Our open-door ethos enables you to come into school to discuss any concerns you may have. Not only this but our regular contact with families, SEND coffee afternoons, parent support groups, SEND Parents Evenings and review meetings throughout the course of the year ensure we are offering as much support as possible.
ECHPs require a formal annual review. We adhere to Durham County Council’s protocol, supporting parents every step of the way.
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If you would like to discuss your child’s SEND needs further please contact the school.
Compliments, Complaints & Feedback
We are always seeking to improve on the quality of education we provide for children with SEN and are keen to hear from parents about their child’s experience.
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We would also like your views about the content of our SEN Information Report.
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Compliments are always greatly received and can be passed on either directly to staff or senior leaders, or formally recorded via our regular questionnaires to parents or in the form of a letter to the Head Teacher. These positive comments will be published on this area of our school website.
We are immensely proud of our SEND provision and ethos and are always seeking opportunities to improve our offer and take on board feedback from parents, pupils and professionals alike.
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We hope that complaints about our SEN provision will be rare, however, if there should be a concern this should be raised with the class teacher in the first instance, the SENDCO or the Head teacher. Further information about our complaints procedure are detailed in our Complaints Policy. Please click here for more information: School Policies – Complaints Policy
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Please view the Durham County Council Local Offer
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The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
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Exclusions
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Provision of education and associated services
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Making reasonable adjustments, including the provision of auxiliary aids and services.
If you would like to discuss your child’s SEND needs please contact the school.
Key Policies for SEND
All of our school policies can be found on the website but the most important ones for parents of children with SEND are listed below:
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SEND Policy
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Equality Policy, Statement and Objectives
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Accessibility Plan
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Anti-Bullying Policy
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Behaviour Policy
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Medical Needs Policy
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Complaints Policy
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Paper copies of all documents online are available from school. Alternatively, if you require non-english or Braille copies we can provide these free of charge. Please contact us on (01207) 266700 to arrange this.
