SEN Report


We are committed to using our best endeavours to provide an appropriate and high quality education for all children at our school which enables them to:

  • Achieve their best.
  • Become confident individuals living fulfilling lives.
  • Make successful transition to their next phase of education.

We consider every teacher to be a teacher of every child, including those with special educational needs and disabilities. We have the highest aspirations and expectations for all pupils, including those with special educational needs.

We aim to achieve a community where parents and those working in school have a mutual trust and confidence in each other, created through clear, consistent approaches to communication and collaborative working, to enable outstanding outcomes for children with SEND.

We aim to provide all children, including those with special educational needs and disabilities, with a broad, balanced academic and social curriculum, which is accessible and ensures they are fully included in all aspects of school life and feel equally valued and fully part of the school community.


To achieve this aim we will:

  1. Strive to establish a fully inclusive school, eliminate prejudice and discrimination and create an environment where all children can be happy, flourish and feel safe.
  2. We will respond to learners in ways which take account of their varied needs and life experiences, moving away from an approach that locates a problem within the child, but means doing everything we can to meet a child’s SEN.
  3. We are committed to identifying a pupil’s special educational needs at the earliest point and then making effective provision as this is known to improve long term outcomes.
  4. Work in close partnership with parents to achieve these aims. We are committed to parents participating as fully as possible in decisions and being provided with information and support necessary to enable this.
  5. Support pupils themselves to participate in discussions and express their views and be fully involved in decisions which affect them encouraging them to become increasingly effective self-advocates.
  6. Work in close partnership with a range of specialist agencies to enable us to provide effective targeted support.
  7. Provide support, advice and training for all staff working with pupils with special educational needs to enable them to be increasingly able to adapt teaching to respond to the strengths and needs of all pupils.
  8. Appoint a qualified Special Needs Coordinator who will have responsibility for the day-to-day operation of the SEN policy and coordination of specific provision made to support individual pupils with SEN, including those who have EHC plans.

The head teacher, SENCo, all staff and the Governing Body will work within the guidance outlined in the SEND Code of Practice 0 -25 (July 2014).

Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.

This is where the SEN Team step in. The SEN Team consists of Mrs Helen Oliver, Special Educational Co-ordinator  and a strong, dedicated team of 32 Teaching Assistants.

There are many SEN terms that are abbreviated which can lead to confusion. Below is a glossary of the most used SEN terms:

ADD Attention Deficit Disorder
ADHD Attention Deficit & Hyperactivity Disorder
ASD Autistic Spectrum Disorder
BESD Behavioural Emotional & Social Difficulties
CAF Common Assessment Framework
CAMHS Child & Adolescent Mental Health Service
COP Code of Practice
CP Child Protection
DCD Developmental Co-ordination Disorder
EAL English as an Additional Language
EP Educational Psychologist
FSM Free School Meals
FLO Family Liaison Officer
HI Hearing Impairment
IEP Individual Education Plan
ISR In School Review
KS Key Stage
LAC Looked After Child
LEA Local Education Authority
LM Learning Mentor
MLD Moderate Learning Difficulty
NC National Curriculum
OT Occupational Therapist
PSP Pastoral Support Programme
SaLT Speech & Language Therapy
SEN Special Educational Needs
SEND Special Educational Needs & Disability
SENCo Special Educational Needs Co-ordinator
SpLD Specific Learning Difficulty
VI Visual Impairment

Current SEN Updates

Children and Families Bill 2013

This has put together a framework to support all young people and there families.  In brief it has:

  •  replacing statements and learning difficulty assessments with a birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
  • improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
  • requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

What is the Local Offer?

The Local Offer is a directory of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.

What will it do?

  • Leicestershire’s Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. During the last year, the Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings.
  • There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.

Below are Ravenhurst Primary schools responses to these questions. You can also find out more about Leicestershire’s Local Offer on the Local Authority website: click here

How does Ravenhurst Primary School know if children need extra help?

Identification of Special Educational Needs

  • A pupil has SEN where their learning difficulty or disability calls for special educational provision to be made for them, that is provision different from or additional to that normally available to pupils of the same age. For some children, SEN can be identified at an early age. However, for other children and young people difficulties become evident only as they develop.
  • The identification of SEN is built into the overall approach to monitoring the progress and development of all pupils. Class teachers will assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings. Class teachers then make regular assessments of progress for all pupils identifying in particular where pupils are making less than expected progress given their age and individual circumstances. Where a pupil’s progress is causing concern, this may be characterised by progress which:
    • is significantly slower than that of their peers starting from the same baseline
    • fails to match or better the child’s previous rate of progress
    • fails to close the attainment gap between the child and their peers
    • widens the attainment gap
    • It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs.
    • concerns are raised by parents/carers, teachers, teaching assistants, or the pupil’s previous school
    • there is a change in the pupil’s behaviour
    • a pupil asks for help

What should I do if I think my child may have special educational needs?

  • If you have concerns then contact your child’s teacher or Mrs Oliver the SENCo.

How will I know how Ravenhurst Primary School support my child?

  • Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
  • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, maths and English skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.

These interventions will be recorded on the pupil’s provision map (this is a record of the interventions, timings, cost and impact of the intervention). If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo.

In addition to interventions, Ravenhurst Primary School offers focused teaching during English and Mahts outside of their usual classroom for children who are significantly below or above the other pupils in their class.

  • Pupil Progress Meetings are held twice a year. This is a meeting where the class teacher meets with the Headteacher and members of the senior management team, to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned which will be discussed and implemented by the SENCo.
  • Occasionally a pupil may need more expert support from an outside agency such as the Children’s Therapy Team, Paediatrician, Educational Psychology etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
  • A named person is to monitor Safeguarding and Child protection procedures. This is Mrs Oliver.
  • We ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. We monitor and review the accessibility plan and all other statutory policies as defined by the DfE.

How will the curriculum be matched to my child’s needs?

  • When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
  • Teaching Assistants may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
  • If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.

How will I know how my child is doing?

  • You will be able to discuss your child’s progress at Parents Evenings.
  • Appointments can be made to speak in more detail to the class teacher or SENCo by visiting the school office.
  • SEN support plans are reviewed each term. Targets are usually set by the class teacher. Parents/carers are encouraged to contribute their input to be included on the IEP.

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

  • The class teacher may suggest ways of supporting your child’s learning through messages, at parents’ evenings or if you are requested to attend a meeting.
  • Mrs. Oliver, the SENCo may meet with you to discuss how to support your child. The class teacher and then Mrs. Oliver may meet with you to discuss strategies to use if there are problems with a child’s behaviour/emotional needs.
  • If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home.

What support will there be for my child’s overall well-being?

  • The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:
  • Our ELSA (emotional literacy support assistant) who is Mrs Wills. She works with many children who require additional support for emotional difficulties. Some children may be with her for a few months others for longer term support.
  • Our morning breakfast nurture group. This is for invited children who require some extra help and support.
  • Members of staff such as the class teacher, teaching assistants, SENCo, and ELSA are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out.
  • Pupils who find lunchtimes a struggle are able to join the many different activities that are offered by our fantastic lunchtime supervisors and play leaders.

Pupils with medical needs

  • If a pupil has a medical need then a detailed Care Plan is compiled by the relevant person from the NHS and with Mrs. Oliver in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.
  • All staff will receive basic First Aid training in addition to those that are already fully trained.
  • Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medication agreement in line with the medication policy is in place to ensure the safety of both child and staff member.

What specialist services and expertise are available at or accessed by the school?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise.

The agencies used by the school include:

  • Autism Outreach Team
  • Child Protection Advisors
  • Educational Psychologist (EPIC)
  • CAMHS (Child & Adolescent Mental Health Service)
  • Hearing and visual impairment team.
  • Inclusion Team for early years
  • Social Services
  • Children’s Therapy Team (Speech & Language/Occupational Therapy/ physiotherapy)
  • ADHD solutions
  • Paediatricians
  • Learning Support Service
  • Affinity behaviour support forum
  • Birkett House outreach.
  • Care Navigator (NHS)
  • Pupil referral unit


What training are the staff supporting children and young people with SEND had or are having?

  • All staff have received some training related to SEND. These have included sessions on:
  • How to support pupils on the autistic spectrum.
  • How to support pupils with emotional needs.
  • Two of our teaching assistants have received training on Lego therapy and running social groups
  • The teachers and teaching assistants have received training by Speech and language on Makaton.
  • All training is regularly reviewed and continuous depending on the new and additional needs of the children we work with.

How will my child be included in activities outside the classroom including school trips?

  • Activities and school trips are available to all as long as reasonable adjustment can be made to the trip.
  • Risk assessments are carried out and procedures are put in place to enable all children to participate.
  • However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.
  • Very rarely will we have to make the decision that your child would not be allowed to attend but this would be due to the health and safety of your child and the others attending the trip.

How accessible is the school environment?

As a school we are happy to discuss individual access requirements.

  • Our accessibility plan is available should you require it and with this is the detailed report completed by pupils from Ashfield academy which is a school for children with special needs and was completed by two of the older children who were in electronic wheelchairs. This was deemed by them to be a school with excellent access to people with disabilities.

How will the school prepare and support my child when joining Ravenhurst Primary School or transferring to a new school?

Ravenhurst Primary School understands what a stressful time moving schools can be, therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:

  • Meetings between the previous or receiving schools prior to the pupil joining/leaving.
  • Mrs Oliver attends, where appropriate the IEP review meeting of the nursery
  • Foundation stage pupils have a graduated induction with parents and with Nurseries.
  • Additional visits are also arranged for pupils who need extra time in their new school.
  • Mrs Oliver is always willing to meet parents/carers prior to their child joining the school.
  • School runs extra transition sessions with vulnerable year 6 pupils before transition
  • Secondary school staff visits pupils prior to them joining their new school.
  • Mrs Oliver meets the SENCo from the secondary schools to pass on information regarding SEN pupils.
  • Where a pupil may have more specialised needs, a separate meeting is arranged with Mrs Oliver, the secondary school SENCo, the parents/carers and where appropriate the pupil.

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

  • The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
  • Children who have an Education and Health Care Plan will obviously have all support required as outlined in this document. Any child who does not reach the required criteria for the Education and Health Care Plan may get additional top up support through the school accessing the SEN Top Up Funding.

How is the decision made about how much support my child will receive?

  • Children may require additional support throughout their educational career this may be short or long term. These may have already been identified before a child starts school the school will continue offering support at school and then they will access additional funding if required.
  • All decisions are made in consultation with parents, where appropriate the child and also other professionals.
  • During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

How will I be involved in discussions about and planning for my child’s education?

  • All parents are encouraged to contribute to their child’s education. This may be through:
  • Discussions with the class teacher.
  • During parents evenings.
  • During discussions with Mrs Oliver or other professionals.
  • Parents are encouraged to comment on their child’s SEN Support Plan with possible suggestions that could be incorporated.

Who can I contact for further information?

If you wish to discuss your child’s educational needs then do not hesitate to contact the school. In the first instance the class teacher or Mrs Oliver.

There are many other services that can be accessed which are included on Leicestershire’s county offer. You can access this through clicking on this web link:

If you live in the city then Leicester city has their own offer which can be accessed through the following web link:

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

Please also read our SEN policy (available to download below) which adds in other details about our school’s commitment to children with Special Educational Needs or Disabilities.