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Charvil Piggott Primary School

Part of the Piggott Church of England Academy


Special Educational Needs (SEN)

Identification of Special Educational Needs and Disabilities (SEND)

At Charvil Piggott, students with SEN are identified through pre-school, liaison, external agencies, parents, specific tests and school staff.

  • Alert is the first stage of identification and information is collated and strategies shared with subject staff and parents.
  • School Support - Parents are consulted and action points drawn up. Further strategies are shared with staff, parents and the student.  Liaison with other professionals occurs as appropriate e.g. Behaviour Support Team, Educational Psychologist, Traveller Service, Education Welfare Officer.  All pupils at this stage are discussed at the twice termly school planning meeting.
  • Education, Health and Social Care plan – Those students whose needs are exceptional will be considered for this plan via the local Cluster Team and then the Borough-wide Moderation Group.

    The views of all those involved will be sought, including the parents and student when appropriate. If a parent believes that their child has a specific learning need they should:

  • Contact the class teacher regarding their concerns
  • Arrange to meet with the Special Needs Co-ordinator (SENCo)
  • If is for a pre-school child, contact the School to arrange a meeting with the Head Teacher and/or SENCo as soon as a place has been allocated 

Support for children with special educational needs

If a student is identified as having SEND, the SENCo will oversee and plan for their needs.

Parents will be informed/consulted in the following ways regarding the support available for their child:

  • Through Parents’ Evenings
  • School Reports
  • Termly pupil profile reviews
  • Education, Health and Social Care plan reviews
  • Meetings with the class teacher, the SENCo or Head Teacher

Charvil Piggott Primary School will balance a child’s need for support with developing their independence using a variety of approaches:

  • Changes in support being introduced gradually
  • Individual Education Plan  (IEP)
  • Visual timetables
  • Teaching Assistant (TA) support
  • Group support plans
  • Differentiated activities
  • Small group inputs or support to recap key learning points
  • Differentiated resources
  • Alternative learning environments

Each child’s needs are looked at individually to determine what is best for them. The curriculum will be appropriately differentiated, taking into account teacher assessments, external advice, the need for small group or 1:1 support or other interventions.  

Teaching strategies used for children with learning difficulties, including those with autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties may include:

  • Differentiated activities
  • Visual support including pictures, writing frames or word banks
  • The use of reward systems
  • Visual timetables
  • ‘Then and now’ cards
  • Quiet areas for reflection
  • Small steps with specific achievable objectives
  • ICT support
  • A multi-sensory approach to subject schemes of work
  • Support from outside agencies (e.g the Sensory Consortium)

Admission of SEN Pupils to Charvil Piggott Primary

In the event of there being a greater demand for admission than there are places available, a child with a statement of special educational need (or Educational Health Care Plan – EHC), which names Charvil Primary School will always be admitted.

Ms Louise May is SENCo at Charvil Piggott Primary School.