Special Educational Needs
and Disability

At New Pastures Primary School, we want every child to feel that they belong, experience success and develop confidence in what they can achieve.

We recognise that children learn in different ways and may need different support. We work with pupils, families and other professionals to understand individual needs, remove barriers to learning and help children participate fully in school life.

Our values of Community, Pride and Aspirations guide our approach. We maintain high expectations while adapting teaching and support so that children can make progress from their individual starting points.

Who to Contact

Our Special Educational Needs Coordinator (SENCO) is Mrs A. Turner, Assistant Principal.

Email: newpastures-senco@vennacademy.org
Telephone: 01709 583271

If you are concerned about your child’s learning or development, please speak to their class teacher first. They can discuss what they have noticed, explain the support already in place and involve the SENCO where appropriate.

Understanding Children’s Needs

Some children need provision that is additional to, or different from, the support usually available to children of the same age.

Needs may relate to:

• Communication and interaction — understanding language, expressing ideas or interacting with others.
• Cognition and learning — acquiring, remembering or applying knowledge and skills.
• Social, emotional and mental health — managing emotions, developing relationships or accessing learning because of emotional difficulties.
• Sensory and physical needs — accessing the environment or learning because of sensory differences, physical needs, or hearing or visual impairment.

Children may have needs across more than one area. We consider the whole child, including their strengths, interests, views and experiences.

Identifying Needs Early

Teachers monitor children’s learning, development and wellbeing through everyday teaching, assessment and observation.

Where a concern arises, we bring together information from school and home to understand what may be making learning difficult. We listen to families and pupils, consider the impact of support already provided and agree appropriate next steps.

Support is based on a child’s identified needs. A diagnosis is not required before we begin adapting teaching or providing appropriate help.

Adapting Teaching and Learning

High-quality classroom teaching is the starting point for supporting every pupil. Teachers remain responsible for the learning and progress of all children in their class.

We adapt our curriculum, including lessons supported by Kapow, so that pupils can access meaningful learning with appropriate support and challenge.

Depending on individual needs, adaptations may include:

• Breaking learning into smaller, manageable steps.
• Using clear explanations, modelling and practical resources.
• Providing visual timetables, Now and Next prompts or other visual support.
• Pre-teaching vocabulary and revisiting important learning.
• Allowing additional processing time and different ways to respond.
• Adjusting tasks, resources or the learning environment.
• Providing targeted adult support while developing independence.
• Planning movement breaks or sensory regulation activities where appropriate.

We aim to help children experience success and build confidence, increasing challenge and independence as their understanding develops.

Planning and Reviewing Support

Where a child needs additional SEND support, we use a cycle of Assess, Plan, Do, Review.

• Assess: Understand the child’s strengths, needs and barriers to learning.
• Plan: Agree priorities, intended outcomes and the support needed.
• Do: Put the agreed teaching approaches and support into practice.
• Review: Consider the difference the support has made and decide what should happen next.

SEND support plans help staff provide a consistent approach. Plans identify priorities and strategies and are reviewed with families, taking account of the child’s views.

Where progress remains a concern, we consider whether support needs to change or whether further specialist advice would be helpful.

Wellbeing and Readiness to Learn

We recognise that communication, emotional wellbeing and sensory needs can affect children’s ability to access learning.

Some pupils may benefit from predictable routines, supported transitions, structured activities or an individual approach to regulation. These arrangements are planned around the child’s needs and reviewed to understand their impact.

Our expectations of Ready, Respectful, Safe apply throughout school. Adults support children to understand and meet these expectations through clear teaching, positive relationships and appropriate adaptations.

Working with Families

Parents and carers know their children well. We value their knowledge and want families to feel listened to and involved in decisions.

We work together to:

• Share strengths, successes and concerns.
• Agree useful priorities and next steps.
• Discuss strategies that may help at school and at home.
• Review progress and the impact of support.
• Plan for changes and transitions.

Please contact us if your child’s needs or circumstances change, or if you would like to discuss their provision.

Working with Other Professionals

Where appropriate, we work with other professionals to develop our understanding of a child’s needs and strengthen their support.

This may include advice relating to learning, communication, sensory needs, physical development or emotional wellbeing. We discuss relevant involvement with families and use professional recommendations to inform planning.

Where a child has an Education, Health and Care Plan, we work with families and relevant professionals to deliver and review the provision it sets out.

Taking Part in School Life

We want pupils with SEND to participate in the wider opportunities available at New Pastures, including clubs, visits, performances and community activities.

We consider individual needs when planning activities and work with families to identify appropriate support and adjustments.

We also plan transitions carefully, whether children are joining school, moving classes or preparing for secondary education. Sharing information and preparing children for change helps build confidence and continuity.