Guide for Parents of children with Special Educational Needs 2018 - 2019

All about Special Educational Needs (SEN)

Some children find it much harder to learn than other children of the same age. They may need extra help in school. These children are said to have special educational needs. About 1 in 5 children will need extra help at school at some time in their education. Some children have extra help all the time they are at school, while other children need help for a short time

Special educational needs and provision can be considered as falling under four broad areas.

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory and/or physical

These difficulties cause barriers to the child’s learning. The school will assess your child to identify their strengths, needs and the extra help they require.

The government has produced guidance to enable staff in early education settings and schools to provide the best possible help for children with Special Educational Needs and disabilities. This guidance is known as “The Special Educational Needs Code of Practice for 0-25.”

When a teacher thinks a child may have special educational needs they will look at how they can adapt their teaching and the work they ask the child to do. This is called differentiation.

If they think a child needs something additional to other children in class or something different, they will talk to the school’s special educational needs coordinator (SENCO), Mrs Phillips.

The SENCO may suggest other things the class or subject teacher can do. They may decide the child needs additional support.

What is offered to your child?

The school offers the following according to your child’s special educational needs:

  • Quality first teaching
  • A curriculum to match needs
  • Individual 1-1support with a personalised Provision Map for very specific needs
  • Individuals and groups supported in class
  • Working in small target groups with children with similar academic needs with some additional Teaching Assistant support in class
  • Targeted interventions, including Speech and Language therapy, to deliver a programme for the individual child’s needs in school often led by teaching assistants, over a specified length of time
  • Adapted teaching styles and materials
  • Use of appropriate ICT equipment and programs
  • Access to appropriate resources for learning
  • Support from a teaching assistant in order to ensure health and safety where appropriate
  • TA support at designated times for extra specified support and mentoring - Nurture.
  • Social skills programmes
  • Fun Fit programme delivered each morning to develop fine and gross motor skills for identified children
  • ELSA – emotional well- being facilitation
  • Close liaison between teaching staff and outside agencies, such as Speech and Language and Occupational Therapists

 Outcomes for pupils

The extra help the school offers will enable the child to:

  • Reach their full potential
  • Achieve their personal best
  • Make progress
  • Feel valued and included
  • Enjoy school

The School SEN Policy

At St Philip Neri with St Bede we aim to:

  • Make sure that the arrangements made for pupils with special educational needs are in line with the requirements of the Special Educational Needs and Disability Act and Equality Act 2010
  • Support our SEND pupils to make progress in all aspects of their education from whatever their starting point in order to achieve the best possible outcomes and prepare them for their future life.
  • Make sure that pupils with special educational needs are able to take part in all the activities of the school including those that take place out of hours.
  • Make sure that our pupils are involved in decisions made about themselves and their education.
  • Make sure we involve or parents in reviews and keep them informed about their children’s progress and opportunities available to them.

The school SEN policy is reviewed every three years and revised in discussion with parents/carers, pupils, staff and governors.

You can get a copy of the school SEN Policy from the school website:

Working in partnerships with parents

 We believe that a close working relationship with parents is vital in order to ensure

  1. Early and accurate identification and assessment of SEND leading to the correct intervention and provision
  2. Continuing social and academic progress of children with SEND
  3. Personal and academic targets are set and met effectively

 Parents are kept up to date with their child’s progress through annual reports, parent’s evenings/afternoons and provision reviews.

 In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCO may also signpost parents of pupils with SEND to the local authority Parent Partnership service where specific advice, guidance and support may be required.

 If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The school’s SEND Governor, Miss Tunney, may be contacted at any time in relation to SEND matters via the school office.

 For further information contact:

Mrs Julia Phillips– SENCO

Mr W Lewis – Head Teacher


St Philip Neri with St Bede Catholic Voluntary Academy

Rosemary Street,



NG19 8AA


Phone: 01623 489010

Other sources of information and help:

Nottingham and Nottinghamshire Parent Partnerships Service

32 Clarendon St, Nottingham NG1 5LN


Phone: 0115 948 2888





Special Educational Needs (SEN) – A guide for parents and carers 

Special Educational Needs Code of Practice

Both are available from: