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St Nicholas Church of England Primary School

Special Education Needs

 At St Nicholas,  we expect all of our children to feel included and to be included in the broad range of learning experiences that we so carefully plan.    We have high expectations of every child to achieve well and to tackle challenges with increasing independence.

Our Interim SENCO is Mrs Barrie and she can be contacted by letter through the main school address or and email to:

Our policy embraces our Christian values which are at the heart of everything we do.  It promotes an inclusive learning environment based on our Vision Statement:

Together we grow, together we learn; with faith, love and God beside us.

SEND is an acronym for Special Educational Needs and disabilities. A child has special educational needs if he or she has learning difficulties that call for special educational provision to be made.

The Government Code of Practice  states that:

'A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting.'


The School Aims:

  • To ensure we are fully inclusive, giving all children access to a broad and balanced curriculum, striving for all learners to make the best possible progress. Where possible the needs of SEND (special education needs or disability) children are met within class provision through differentiated teaching and specialised interventions.
  • To ensure that we identify children with special needs; to provide appropriate intervention, to monitor progress and to evaluate the impact of provision
  • To ensure that parents of SEND children are kept fully informed of their child’s progress and attainment and to build supportive relationships between home and school.
  • To ensure that SEND children are involved, where practicable, in decisions affecting their future SEND provision.
  • To ensure that SEND children take as fuller part as possible in all school activities
  • To promote effective partnerships and involve outside agencies when and where appropriate 

The SEND team is made up of the Inclusion Leader, the SENDco and a SEND Governor: 

  • Inclusion Leader (Assistant Headteacher): Mrs Michelle Barrie
  • Interim SEND Coordinator): Mrs Michelle Barrie 
  • SEND Governor: Miss Vicky Cunningham


Role of the Assistant Headteacher for Inclusion

  • The Inclusion Leader oversees the learning progress of all children to ensure that provision is appropriate to meet different needs.
  • The Inclusion Leader oversees the day-to-day management of SEND provision


Teaching and Learning

  • Identify and adopt the most effective teaching approaches for children with SEND
  • Monitor teaching and learning activities to meet the needs of children with SEND
  • Liaise with colleagues and other schools to ensure outstanding continuity of support and learning when transferring pupils with SEND
  • Plan and assess work in accordance with agreed schemes of work and policies
  • Assist in the development and delivery of appropriate strategies, resources, schemes of work, assessment policies and teaching strategies for SEND and Inclusion
  • Work in collaboration with Teaching Assistants (TAs) attached to any teaching group
  • Take account of children’s’ prior levels of attainment and use them to set targets for future improvements and independent learning
  • Set high expectations for children’s' behaviour by establishing a purposeful working atmosphere in accordance with the school's Behaviour Management Policy
  • Lead whole school INSET as appropriate
  • Set appropriate and demanding expectations for pupils' learning, motivation and presentation of work

 Assessment, Recording and Reporting

  • Set targets for raising achievement amongst pupils with SEND
  • Lead systems for identifying, assessing and reviewing SEND
  • Update the Headteacher and Governing Body on the effectiveness of provision for students with SEND
  • Develop understanding of learning needs and the importance of each child being appropriately challenged
  • Use school data to monitor progress of SEND pupils, intervening as appropriate
  • Complete pupil assessments in line with need and the school assessment policy
  • Liaise with parents to ensure that they are kept fully informed of interventions and progress


  • Be the first point of contact for SEND pupils and their parents.
  • Take a lead role in working with teachers, assistants, other schools and outside agencies
  • Monitor and set targets for the social and academic progress of individuals SEN students.
  • Promote good attendance and monitor in accordance with the school's attendance policy.
  • Communicate and consult with the parents of students.
  • Communicate and co-operate as appropriate with persons or bodies outside the school concerned with the welfare of individual students.
  • Participate in meetings arranged

 Professional Standards

  • Support and promote the school’s vision and aims
  • Treat all members of the community, colleagues and pupils, with respect and consideration.
  • Treat all pupils fairly, consistently and without prejudice
  • To take responsibility for their own professional development and participate in staff training when provided
  • To engage actively in the school’s processes for Appraisal
  • To reflect on their own practice, as well as the practices of the school with aim of improving all that we do
  • Read and adhere to the various policies of the school, the School’s Development Plan and the staff handbook,
  • To contribute to the curriculum, pastoral and school strategic development plans and their implementation
  • Participate in the management of school by attending appropriate and relevant team and staff meetings
  • To use Information and Communications Technology in an appropriate manner to facilitate communication, reduce the burden of routine administrative tasks and enhance the quality of teaching and learning
  • Undertake professional duties that may be reasonably assigned to them by the Headteacher


Please refer to the Policy page of the website for more information about how we support children who have special needs.