Parkside Primary School Special Educational Needs Information Report 

The Children and Families Act 2014 says that all maintained schools must publish a Special Educational Needs (SEN) Information Report every year. This report explains how our school meets the needs of children with SEN.
In the report we explain how er meet our duties towards pupils with SEN and disabilities (SEND). Further information is also outlined in our SEN policy (LINK). For more information on the law and guidance we follow see
We will keep this report up to date. The Governors will also review this report every year, and will involve pupils and parents. If you would like to give us feedback about this report, please contact the school office.

1. How does the school know if students need extra help and what should I do if I think my child may have special educational needs? 
2. How will the school support my child’s learning? 
3. How will the curriculum be matched to my child’s needs? 
4. How will both you and I know how my child is doing? 
5.What support will there be for my child's overall well-being? 
6. What specialist services and expertise are available at, or accessed by, the school? 
7. What training have the staff had who support children and young people with SEND? 
8. How will my child be included in activities outside the classroom including school trips? 
9. How accessible is the school environment? 
10. How will the school prepare and support my child to transfer to college or the next stage of education and life? 
11. How are the school's resources allocated and matched to children's special educational needs? 
12. How can I be involved? 
13. Who can I contact for further information? 




1. How does the school know if students need extra help and what should I do if I think my child may have special educational needs? 

We share information about the additional needs of individual children at transition meetings before they enter Reception. 

We work closely with pre-schools or previous school. Our Early Years staff visit pre-school settings, meet with key workers and observe your child

 All children are screened for speech and language difficulties during their first year in school.  We encourage parents to share information with us and to discuss and raise any concerns they may have as early as possible.  In the first instance, parents should discuss any concerns with the child's class teacher. This may then lead to a meeting with the class teacher and Inclusion Manager to discuss next steps. 

Parents and carers of children with particular needs are invited to meet with the Head teacher and/or Inclusion Manager. This information will be used by the school to plan for how to best meet your child’s needs. Once your child is in school their progress and development will be closely monitored.

The identification of special educational needs or disability (SEND) may also arise as part of our usual practice of teachers meeting with senior leaders or the Inclusion Manager on a termly basis, in order to monitor and discuss the development and progress of all pupils. The Inclusion Manager is responsible for managing and co-ordinating the support for children with SEN. They provide professional guidance to school staff and works closely with parents and other services that provide for children in the school.

A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Children may have one or more broad areas of SEN:

Communication and Interaction - including speech and language difficulties and autism
Cognition and Learning - including developmental delay, and specific learning difficulties such as dyslexia, dyscalculia and     
Social, Emotional and Mental Health Difficulties - including difficulties with behaviour, attention deficit hyperactive disorder or
                                                                                    attachment disorder or anxiety
Sensory and/or physical needs - including visual and hearing impairment, dyspraxia, cerebral palsy and other physical disabilities
                                                        or medical conditions which affect a child's learning

If you want to talk about your child’s learning, or have worries about their progress, please don’t hesitate to get in touch with us.  Your first point of contact would be your child’s class teacher.

The Inclusion Manager is Helen Punter-Bruce and can be contacted on or via the school office.


2. How will the school support my child’s learning? 

  • The Governing Body at Parkside ensures that a broad and balanced curriculum will be delivered for all children.
  • Your child will be supported by excellent targeted classroom teaching, also known as Quality First Teaching.

For your child this would mean:

  • that the teacher has the highest possible expectations for your child and all pupils in their class
  • that all teaching is based on building on what your child already knows, can do and can understand
  • different ways of teaching are in place so that your child is fully involved in learning in class; this may involve things like using more practical learning
  • your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress. This information is updated three times a year.

All children in school receive this as a part of excellent classroom practice when needed.

For children with SEND:

  • As well as the above, specific plans (which may be suggested by the Inclusion Manager or outside staff) are in place to support your child to learn.
  • Review meetings take place three times a year between the class teacher and the Inclusion Manager so that decisions can be updated regarding your child’s progress, and whether the gap in their understanding/learning has closed.
  • We run intervention groups which focus on specific short-term targets with groups of up to six children. These groups may be in the classroom or outside and are run by a teacher, or most often a teaching assistant who has had the necessary training.  Progress is reviewed after an agreed period of time and the group may then change.
  • This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.  It may also include those children whose needs are emotional, social or behavioural and then specific support is put in place to support the child. 
  • The school holds a special needs register which means the children have been identified by the class teacher and Inclusion Manager (or you may have raised your concerns) as needing some extra support in school.
  • Provision maps for each class are updated termly, alongside Pupil Progress Meetings with the class teachers and deputy head to ensure the correct interventions are being accessed for specific children or groups of children. The outcomes and impact of these targeted provisions are recorded as evidence.

If your child is identified as needing extra specialist support from a professional outside the school, we would talk to you first and you would be involved in any meetings we may arrange.  You would be asked to give your permission for the school to refer your child to the specialist professional.  This will help the school and yourself understand your child’s particular needs and be able to support them in school.

Further specific support may also be provided through a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher and Inclusion Manager as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.

Parkside Primary is an inclusive school, we admit pupils from age 4 to 11 and can provide for children with all types of special educational needs.


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

Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. We adjust the curriculum for each child with SEN to make sure they can access the subjects at their own level  and make progress - this is called differentiation. 

We will look at the child's level of achievement and see what support they need to make good [progress and reach their potential. We will use our assessment policy to do this and talk to children and parents as part of the SEN support cycle (Assess, Plan, Do, Review).

Wave one interventions are those which encompass all children within the class - e.g. visual timetables, specific learning outcomes, visual and physical resources available at all times. Wave two interventions are those which are additional to the whole class strategies, but which may utilise specific strategies from other agencies, e.g. speech and language advice and games. Wave three interventions are there for children who may require a personalised curriculum approach beyond that of classroom differentiation and/or specific support for accessing the curriculum within class e.g. an Individual Needs Assistant for behaviour or physical difficulties.

Specially trained support staff can adapt the teachers’ planning to support the needs of your child where necessary.  Specific resources and plans will be used to support your child individually and in groups. For example, a child will be given the opportunity to record information in different ways such as using a camera or recording device. This will enable your child to access a broad, balanced and relevant curriculum.  Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs. You can find out more about ‘differentiation’ in the school's Teaching & Learning Policy.

We operate a whole school approach to inclusion and are committed to meeting the needs of children with SEND following statutory guidance within the children's and Families Act 2014 and the Equalities Act 2010.

Our whole school approach embeds the Assess, Plan, Do, Review cycle which engages parents and the child, utilising wider support and specialist expertise if necessary.Pupil progress meetings are held termly with the senior leadership team and class teachers to discuss the progress of individual children and plan programme of support where required.

If your child is looked after by the local authority they will have a Care Plan including a Personal Education Plan (PEP) and Health plan. We will co-ordinate these plans with the SEN support plan and will involve parents and carers as well as foster carers or social workers in discussions.


4. How will both you and I know how my child is doing and how will my child be involved in knowing about their progress?


All pupils:


  • We have an open door policy for any daily information that needs to be shared between school and home.  Parents can arrange a more private meeting with the class teacher,  the Inclusion Manager or the Headteacher if there is anything of a more serious or private nature to be discussed. In some instances, a home-school communication book may be used.

  • Parents are given information about the level children should be working at for their age and also about the expected rate of progress for maths, reading and writing. Outside services involved with some children, provide reports and information about attainment and expected progress for health based needs, such as speech and language or physical development.

  • Homework is set on a regular basis and children are expected to read at home every day.

  • There are two parents’ evenings a year, during which you will receive information about your child’s progress and also have the opportunity to ask any questions about your child’s learning.

  • There is also a curriculum evening in term 6, after the annual written school reports have been sent out.


Pupils with SEND and/or targeted pupils:


  • Pupils with special needs or other circumstances that make them vulnerable to under achievement are closely monitored by the class teacher, Inclusion Manager and senior staff. We are committed to working closely with parents.
  • All pupils with Statements/EHCP's have three  review meetings a year and an annual review to take account of any changes which may be needed on the plan.
  • All children who require support within intervention groups will be listed on the provision maps. Children who require more specific and constant support may have a School Based Plan to identify targets in a child-centred and outcome focused manner. Parents will be able to have a significant input into these targets.
  • We offer a number of opportunities for talking to children about their learning, e.g. Class circle time, Pupil Voice questionnaires (conducted on a 1:1 basis), self assessment within class work and children are also invited to contribute to their own annual reviews for EHCP or School Based Plans if appropriate.

5. How does the school measure how well it teaches and supports children with SEN?

We regularly and carefully review the quality of teaching for all pupils to make sure no-one under achieves. We look at whether our teaching and programmes of support have made a difference. We use information systems to monitor the progress and development of all pupils. This helps us to develop the use of interventions that are effective and to remove those that are less so. We complete an annual self review of our SEN provision and use this to develop an action plan to further improve our SEN provision.


6. What support will there be for my child's overall well-being? 


We take our responsibility to look after all our children very seriously and we follow the East Sussex safeguarding procedures if there are concerns.  Records are kept of any vulnerable children.

Every class teacher has a teaching assistant who works in the class each morning.  It is the class teacher that has daily contact with your child so they will be the first contact for matters relating to your child’s well-being.  It is important that you let them know of any matters that may be affecting your child at home as this could have an effect on their learning in school.  If you and/or the class teacher feel you need further support,

Trained first aiders are available in school (please see the school’s health and safety policy for more information about this). The school has a small medical area for first aid.  If your child needs medication to be administered in school then you are asked to provide details of this on a form.  The school nurse is available for advice and she will write a health plan when a child has specific medical needs.

The school has a system of sanctions and rewards for behaviour management for all children (please refer to the school Behaviour policy for more information about this). Additional behaviour management plans or risk assessments may be used where needed, to support individual children who are experiencing particular difficulties. The school also participates in events such as Anti-Bullying Week.

Special assemblies where learning is shared with each other, and with parents, take place three times a year.

We are developing nurture and social skills groups in order to support children's emotional and social development and have had whole school training on Building Learning Powers, which encompass an ethos of trying, remaining positive, teamwork and reflecting on attitude and behaviour. This is up as a series of visual prompts displayed in each classroom.

There are also lunchtime clubs for those children who may not enjoy being outside on the playground every day.



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


There are a range of services and agencies that work in schools. The school has limited access to these services and uses careful judgement and criteria in order to refer children to them.


 The support may be from:


  • The educational psychologist who works in school to carry out assessments and provide advice to staff and parents.
  • Local Authority iSEND central services such a ESBAS (behaviour and attendance), CLASS (Communication, Learning and Autism Support Service) and SCSN (Service for Children with Sensory Needs)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.
  • Traveller and English as an Additional Language Service (TEALS) who work with children whose first language is not English. This service will also help with translating information for parents.
  • Fegans who provide a counselling service to work with targeted children on a one to one basis.
  • Child and Adolescent Mental Health Service (CAMHS) offer advice and support for children.
  • COPES - Action for Rural Sussex - home and school help for children who are at risk of vulnerability through environmental factors

Some of our staff have had specialist training in the following areas: dyslexia, speech and language, first aid, swimming coaching.


8. What training have the staff had who support children and young people with SEND? 

The Head teacher and senior leadership team are responsible for the continuing professional development for staff. They ensure that all members of staff have the necessary skills and training they require to support the children in their care. Senior members of staff carry out observations and performance management interviews on a regular basis.

The school provides training for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as dyslexia, autism spectrum disorder (ASD) and speech and language difficulties.

Individual teachers and support staff attend training courses run by the Local Authority or other agencies that are relevant to the needs of specific children in their class.  We also access in-school support and training from the speech and language service, behaviour and attendance service and the communication, and language and literacy service. We also share training needs and programmes with some other local schools in the Heathfield area.

The school has an equality policy which links to the support given to children with SEND. The school's development plan is regularly monitored and overseen by the Governing Body and ensures aspects of SEN are covered within whole school targets.

All our teachers have experience with working with and teaching children with a variety of SEN. Our SENCo has completed the National Award for SENCos and she has a professional background of teaching and Early Years specialist advisory teaching for East Sussex.
Classroom teaching assistants have completed a variety of training including speech and language development, autism and behaviour, medical interventions, positive handling, dyslexia and dyscalculia, reading recovery and, phonics and number support and nurture approaches


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


  • At Parkside we aim to ensure that all pupils, regardless of their individual needs, have access to the whole range of educational opportunities and activities. We comply with all legislation in respect of accessibility and make reasonable adjustment where necessary.
  • Risk assessments are carried out for school visits including residential trips, and reasonable adjustments will be made where required.  Where needed the risk assessment would include a meeting with parents, as well as taking account of any medical advice. The destination of these trips will be taken into account when assessing the needs of all children.
  • On some occasions an individual member of staff may be assigned to support a small group or individual child if the risk assessment indicates that this is necessary.  Parents/carers are also invited on school visits.
  • Financial support can be given in some cases to vulnerable children if required.
  • We work with parents and pupils to listen to their views, feelings and wishes to ensure pupils with SEN engage fully in the life of the school and in any wider community activity.


 10. How accessible is the school environment? 

  • The school building is accessible to children with physical disability via ramps.
  • We ensure that equipment is accessible to all children regardless of their needs.
  • There is a disabled parking bay and an accessible toilet.
  • After school provision is accessible to all children including those with SEND.
  • Extra curricular activities are accessible for children with SEND.
  • We make all reasonable adjustments and provide resources where possible to prevent children with disabilities from being disadvantaged within the school environment. We can work closely with the adaptations team at East Sussex County Council in order to provide adaptations or adjustments to the school site/building.
  • Please see our Equalities Policy for further information



11. How will the school prepare and support my child to transfer to college or the next stage of education and life? 


We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving to another school:


  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:


  • Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. All targets and reports from outside services will be shared with the new teacher.
  • A book to help your child understand moving on can be made, if it would be of benefit.

In Year 6:


  • The Inclusion Manager will discuss the specific needs of your child with the SENCO of the secondary school.
  • Your child will carry out focused learning about aspects of transition to support their understanding of the changes ahead.
  • Where possible your child will visit their new school on several occasions and in some cases, staff from the new school will visit your child in this school.


In Reception:


  • The reception class teacher will arrange visits to nursery providers to meet and discuss your child.
  • The Inclusion Manager may arrange additional visits for children identified as having SEND and additional meetings will be arranged with parents and any other services who have been involved with your child, e.g. The Early Years Support Service.



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


The school budget, received from the Local Authority, includes money for supporting pupils with SEN. The Headteacher then decides on the budget for SEN in consultation with school governors and based on the needs of pupils in the school. The school may receive an additional amount of ‘top-up’ funding for pupils with higher level needs.


The school will use its SEN funding in the most appropriate way to support your child.  This support may include some individual or small group teaching assistant support, but this may not always be the best way to support your child.  The funding may therefore be used to put in place a range of support strategies.  SEND funding may also be used to purchase specialist equipment or support from other specialist support services etc.



13. How can I be involved? 


It is our aim that the school works in close partnership with parents and maintains regular and purposeful communication between school and home. This includes:


  • the school website:
  • newsletters informing parents of dates, events and items of school news
  • a curriculum evening held in September which gives parents/carers an opportunity to meet the new class teacher and get an overview of the learning for the year
  • updated information about topics, events and other activities in each class is regularly put on the class pages of the school website
  • voluntary support parents can give in school, which may be during a class visit or on a weekly basis to help with a variety of class activities, including listening to children read
  • a thriving PTA which holds social events throughout the year and organises fundraising events to raise money for additional resources.

If your son/daughter has special educational needs and you wish to become more involved in their learning with us, please contact the class teacher. Similarly, if you still have a question, or perhaps you feel that your son/daughter’s needs are hard to meet and you want to discuss the matter in more depth, then the Inclusion Manager would be pleased to help.


14. Who can I contact for further information? 

The class teacher is the first point of contact but parents are also welcome to directly contact the Headteacher or Inclusion Manager about any concerns.  Any important information should be shared with the class teacher rather than the teaching assistants who may be within the team supporting your child.

If you are considering applying for a place in this school and your child has special educational needs, then the first action to take is to phone the school and arrange an initial visit with the Headteacher, Deputy Head and/or Inclusion Manager.

See Appendix for details of contacts.

15. What do I do if I am not happy or if I want to complain?

We would encourage early communication wherever possible and would hope that the class teacher, headteacher or inclusion manager are able to alleviate any concerns you may have, or which have arisen.
For more information, please see our School Complaints Procedure.





School Contacts:


Headteacher – Richard Blakeley via

Inclusion Manager – Helen Punter-Bruce

Parent Information Contact – Jo Dixon

Contacts at ESCC

For any of the following, visit the East Sussex website at

  • SEN caseworker team at the local authority
  • Admissions and transport
You can find out more about the full range of services who work with schools at:

Impartial advice and help for children and young people with SEND:



How well do children with SEN progress at Parkside School?

Key Stage 2 SATs Results for SEN Pupils 2017

Parkside School SEN Progress 2017



National Floor Targets

Progress of SEN

Progress of Non SEN



















July 2016
Based on SEN, SA+ and Concern which was 16 % of this cohort