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SEN report



Kirby Primary Academy SEN information report



Our ethos is to ensure that we are meeting the needs of pupils with Special educational needs and disabilities, regardless of their specific needs, to make the best possible progress in school


At Kirby Primary Academy we believe that all children, including those identified as having special educational needs, have a common entitlement to a broad and balanced academic and social curriculum.

We are committed to being an inclusive school.


We have a positive, whole school approach to all children. We focus on what each child can do, rather than what cannot be done. However, we are aware that some children have greater needs in some areas. We understand that problems with learning can be influenced by academic, emotional social, physical and behavioural difficulties and therefore respond to learners in ways which take account of their varied life experiences and needs.


At Kirby Primary Academy we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to make the best possible progress. We believe that early intervention is key in tackling educational disadvantage and work in partnership with the child, parents and, where appropriate, other relevant professionals to support the needs of each child within the schools’ available facilities and resources.



1.       How does Kirby Primary Academy know if children need extra help?


We know when pupils need help if:

  • concerns are raised by parents/carers, teachers or the child
  • limited progress is being made in accordance with age related expectations
  • there is a change in the pupil’s behaviour or progress
  • concerns are raised by external agencies (e.g. GP or school nurse)
  • information is provided from the previous setting (e.g. pre-school)



2.  Who are the best people to talk to if I think my child may have specific/additional learning needs?


  • The class teacher is the initial point of contact for responding to parental concerns
  • Where appropriate the concern will then be shared with the Inclusion Manager – Mrs Lillywhite. Further discussions may then take place between all relevant parties to determine the best way forward for your child.

3.       What is the process for identifying my child’s needs?


The method of identification and provision follows a graduated approach:


Picture 1

Quality first teaching

Each pupil’s education will be planned for by the class teacher as part of quality first teaching. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or learning support assistants in class.

     Additional Needs

If a pupil’s needs relate to more specific areas of their education such as spelling, handwriting, numeracy or literacy skills then the pupil my be placed in a small focus group. This may be run by the teacher or learning support assistant.  The length of time of the intervention may vary according to need but will be monitored regularly.  Interventions will be reviewed by the Interventions Manager to establish the effectiveness of the provision and to inform future planning.

     Higher Needs

If a pupil has higher level needs this may result in the creation of a one plan. The one planning process involves the family, child and other relevant professionals. This process will identify planned outcomes for the child and how they may be achieved.

Complex Needs

If a pupil’s needs are more complex an assessment of educational, health and care needs may be undertaken by the authority and an EHC plan developed. This is developed in collaboration with the child, family and other relevant professionals





4.    How will Kirby Primary Academy support my child and match the curriculum to my child’s needs?


  • Quality first teaching – providing high quality education on a daily basis for all children which includes adapting and differentiating the curriculum accordingly.
  • Appropriate specialist equipment may be given to your child e.g. writing slopes, pencil grips, coloured overlays
  • Small group or 1:1 support – targeted intervention in small groups or 1:1 (e.g. following specialist advice such as when a child is on a speech and language programme)


Interventions may include

  • Narative Therapy Programme
  • Speech and Language support on an individual basis
  • Bubble time
  • Fine and gross motor skills groups
  • Cognative Behaviour Therapy and social groups
  • Numicon support
  • Catch up reading programme
  • Toe by Toe reading
  • Visual timetables and resource banks
  • Behaviour management plans


All pupils are encouraged to take part in all areas of school life including events and visits off site arranged by the school. Where necessary, support for individual children will be agreed in collaboration with parents and relevant school staff prior to the event


5.       How will my child and I be involved in making decisions about my child’s education?


We believe in a child-centred approach whereby, when children have additional needs, the thoughts and feelings of the child and the parents together with the views of school staff and relevant professionals are taken into account. (e.g. when writing a One Plan) Other opportunities may be:

  • Informal discussion with staff
  • Teacher and child meetings/consultations
  • Teacher /parent consultations
  • Review meetings including outside agencies where appropriate
  • Parent surveys responses and feedback forms



6.       What training have the staff supporting children and young people with SEND had?


Different staff members have received training related to the following areas of SEND:


  • How to support pupils on the autistic spectrum
  • How to support pupils with social and emotional needs
  • How to support pupils with speech and language difficulties
  • How to support pupils with attachment difficulties
  • How to support pupils with dyslexia needs


As part of the consortium all members have access to up to date and relevant training related to SEND in order to support the needs of our pupils.



7.       What specialist services and expertise can be accessed by the school?


We can refer to:

  • Children’s Therapy Team (Speech and Language/Occupational Therapy)
  • School Nurse
  • Social Services
  • Specialist Teacher Team
  • CAMHS (Child and Adolescent Mental Health Service)
  • Family solutions
  • Relate counseling
  • Educational Welfare Service
  • Educational Psychologist


Parents may be able to access some of these services through their GP



8.       How will I know how my child is doing?


We support and involve parents in their child’s learning both formally and informally

This may include:


  • Open door policy which provides parents with the opportunity for discussions face to face or on the phone
  • Class  events
  • Celebration events
  • School newsletters
  • Review meetings - to discuss progress towards specific targets.
  • Parents Evenings
  • Annual reports
  • Parent surveys


Additional appointments can be made with the class teacher or the Inclusion Manager via the school office.



9.       How will you help me to support my child’s learning?


  • The class teacher may suggest ways of how you can support your child alongside set homework activities.
  • The Inclusion Manager, Mrs Lillywhite, may meet with you to discuss how to support your child with strategies to use specific to your child’s needs.
  • If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided by them that can be used at home.
  • The school website can be used to access resources, policies and links that will provide further support.



10.     What support is available for my child’s overall well being?


Members of staff are available for pupils who wish to discuss issues and concerns. Where it is deemed appropriate parents will be invited in to school to discuss concerns and plan for further support.


Other provision may include:

  • Friendship groups
  • Quiet room where pupils can go to talk about any issues/concerns they have


Where it is felt that pupils are encountering significant emotional difficulties the support of outside agencies will considered, such as CAMHS, Relate and the school nurse.


11.    What support is there for improving emotional and social development? 


Having identified a need to support emotional and social development, we now have a Peaceful Room and a Courtyard Nurture Garden. This provides a safe and calm place for children to be able to talk to a mentor.  The views of children and young people with SEN are listened to by offering extra pastoral support and through regular discussion of their views.  We also offer small group interventions such as narrative therapy, friendship groups and anger management groups. 

Measures to prevent bullying of children and young people with SEN include time set aside during morning briefings to inform staff of any pupils who require extra support or who need careful monitoring including playground and cyber areas. Lunchtime staff are also briefed daily.  All suspected incidents of bullying are taken seriously (please see Kirby Primary Academy Anti-bullying Policy for further details).



12.     How will my child’s medical needs be met?


  • If a pupil has a medical need then a Care Plan is compiled with support from parents and in consultation with medical practitioners where appropriate. These are shared with all staff who work with the pupil.
  • A proportion of the staff have basic first aid training
  • EYFS staff receive Pediatric First Aid Training in line with national requirements
  • Epi pen training is undertaken by all staff on a yearly basis


Where a child has specific medical needs additional staff training with be arranged in consultation with the relevant professional



13.     How accessible is the school environment?


For further information see the school’s equality scheme



14.     How will the school prepare and support my child when joining Kirby Primary Academy or transferring to a new school?Strategies are in place to enable your child’s transition to be as smooth as possible. These may include:


  • Transition meetings between settings and at each key stage
  • Additional visits may also be arranged for children and parents
  • The Inclusion Manager will liaise between settings and with relevant staff
  • Transition visits to K.S.3 undertaken during year 5 and 6



15.     How are the school’s resources allocated and matched to children’s special educational needs?


  • The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs
  • The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time
  • Resources may include deployment of staff depending upon individual circumstance




16.     Who can I contact for further information?


Key contacts

Headteacher – Mrs A Grigg – 01255 674056

SENCO - Mrs Lillywhite– 01255 674056

Chair of governors – Mr Damien Williams  – 01255 674056

Governor responsible for SEN –– Mrs Gent – 01255 674056

SAS – Statutory assessment service – 0300 0137667

Essex local offer – www.essexlocaloffer.org.uk


17.     Complaints procedure


If you have any concerns relating to the schools provision regarding the SEND provision for your child please speak to the Headteacher/Inclusion Manager.  We aim to resolve any concerns parents have in person.


Please see our complaints policy for further information


18.     Other related policies

Available on the school website or from the school office


SEN policy

Equality scheme

Pupil premium information

Complaints policy

Administering medication policy

Child protection policy




I hope these key questions have answered any queries you may have but do not hesitate to contact the school if you require further information