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New Road

Primary School

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Special Educational Needs at New Road Primary School


We at New Road Primary School believe that each pupil has individual and unique needs. 

However, some pupils require more support than others.  If these pupils are to achieve their full potential, we must recognise this and plan accordingly. 

We acknowledge that a significant proportion of pupils will have special educational needs at some time in their school career. Many of these pupils may require help throughout their time in school, whilst others may need a little extra support for a short period to help overcome more temporary needs. 
We aim to provide all pupils with strategies for dealing with their needs in a supportive environment, and to give them meaningful access to the Primary Curriculum. 

We believe that every teacher is a teacher of every child including those with Special Educational Needs and Disabilities. We believe that all children are entitled to full and equal access to a broad and balanced curriculum, suitably differentiated to meet children’s individual needs. 

Our overarching aim is to create an environment to meet the individual learning needs of all children based on our values of respect, honesty, consideration and resilience which underpins our ethos of ‘Yes, I can’.

Mr Nigel Riley (Assistant Headteacher & Inclusions Manager)



New Road Primary School SEN Information Report 2018



At New Road Primary School, we embrace the fact that every child is unique, and, therefore, the educational needs of every child are different; this is certainly the case for children with Special Educational Needs.

We use the Special Educational Needs and Disabilities (SEND) Code of Practice (2014) which identifies the four areas of special educational needs as:

  • Communication and Interaction,
  • Cognition and Learning,
  • Social, Emotional and Mental Health Difficulties, and
  • Sensory and Physical Needs.


Our school aims to be an inclusive school (UNESCO, 2009). We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for our children, in accordance with the United Nations Conventions of the Rights of the Child (1992).


1. How does New Road School know if children need extra help?

  • At New Road Primary, we adopt a High Quality Teaching approach and follow the New Road Primary SEND Identification Pathway (See graphic below).



2. What should I do if I think my child may have SEND?

  • If you have a cause for concern or worry regarding your child’s educational progress or social and emotional development, you should first speak to your child’s class teacher.

All parents are welcome to visit their child’s class teacher as part of our open-door policy.

  • If you continue to be concerned that your child is not making progress, you may speak to Mr Riley, the Special Education Needs Co-ordinator (SENCO).
  • You are always able to speak to Mrs Forrest, our head teacher, who is always ready to support and advise you or to Mrs Willson, our Family Liaison Officer.


3. How will New Road School support my child?

  • High quality teaching first and foremost, which means that learning objectives and learning tasks are matched to your child to enable them to progress in their learning at their level of ability. This is monitored by the Senior Leadership Team.
  • Early help intervention programmes are provided when necessary by the class teacher and SENCO who ensure that you are informed, supported and involved in your child’s learning.
  • If your child is identified as having SEN then further assessments may be requested from outside agencies such as the educational psychologist, speech therapist or occupational therapist and other outreach services and always with parental/carer consent.
  • All additional support beyond High Quality Teaching or Early Help interventions are recorded on an Individual Education Plan after being discussed with parents/carers and the professionals involved.


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

  • Pupil progress meetings are held termly with the Senior Leadership Team and class teachers to discuss progress and appropriate support for each child.
  • Reviews of learning targets for your child are held three times a year between the SENCO and class teacher.
  • Our curriculum is designed to match your child’s needs by offering personalised learning, which is varied and matched to their ability and their style of learning. This will develop their skills as learners and help them to become more independent, enabling them to progress and reach their full potential.


5. How will both you and I know how my child is doing?

  • We hold parents’ evenings three times a year to inform you on progress and support for your child, the SENCO can be present at your consultation if you wish.
  • Home/school contact books are provided for each child. You can see your child’s teacher at the end of each day.
  • You will be given a copy any additional provision for your child with their targets and if your child’s needs change you will be informed.
  • You can make a separate appointment to see the SENCO.
  • You will receive an annual report from the class teacher for your child.


6. What support will there be for my child’s overall wellbeing?

The support for your child’s emotional well-being will be through The Thrive Approach.

Thrive is a dynamic, developmental approach to working with children and young people that helps teachers and adults to interpret their behaviour and address their emotional needs.


The Thrive Approach offers practical, effective tools and techniques that work, built around a web-based assessment and action planning tool. Informed by The Thrive developmental model, we use relational, play-and arts-based activities in one-to-one sessions, in small group sessions, or in class as lessons progress.


What is the Thrive Approach?

Thrive is a specific way of working with all children that helps to develop their social and emotional well-being, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubled, or troubling, behaviours providing a firm foundation for academic attainment.


What are the principles of Thrive?

There are four guiding principles of the Thrive Approach:

• Every child is a unique person, constantly developing and learning in different ways and at different rates, each with his/her own abilities, talents and potential to be fulfilled.

• Children’s healthy development, emotional well-being and learning are crucially dependent upon, and promoted through, positive relationships.

• Children flourish when they are confident, self-assured, capable and resilient.

• Children thrive in enabling environments, in which their individual development, learning experiences and needs are understood, responded to and supported through strong partnerships with parents/carers.


What are the benefits of Thrive?

• Thrive teaches the understanding of children’s behaviour as communication, improves learning skills and leads to greater attainment.

• It promotes productive learning for all children.

• It creates practical strategies that can be implemented the next day.

• It supports and empowers, providing the confidence and competence to work with challenging and vulnerable children, and with parents and integrated teams.

• It leads to better relationships at home and in school.


How is it that all children benefit from Thrive?

Thrive is an approach to working with all children. It is based on neurological evidence which addresses brain development so that all children learn to regulate their emotional responses, develop resilience and manage disappointment and frustration.

All children (and adults!) need a little emotional support when things are going wrong. Thrive provides a way of understanding and addressing the emotional and social development of all children. It pays specific attention to children as and when they experience interruptions to that development whenever and for whatever reason they arise.


What kinds of behaviour does it help with?

The Thrive Approach helps children who are, temporarily or more permanently, restless, withdrawn or underachieving as well as those with attachment issues or challenging and disruptive behaviours. Schools that have introduced Thrive report improved attendance, reduced classroom disruption, better educational attainment and fewer exclusions. Parents report significant improvements in their relationship with their children as well as improved behaviour. The children themselves say they feel better understood and they get more out of school.


Other support includes:


  • We have a Family Liaison Officer, Mrs Willson, who is available for any child to talk to.
  • We access counselling and play therapy for children who have experienced trauma or who need additional emotional support.
  • We liaise with the Medway Inclusion Team who facilitates the School Support Group for pupils with challenging behaviour to reduce exclusions.
  • The school will be part of the Thrive Approach to support children and staff understand and manage the variety of emotional issues and needs within the school.
  • We run attendance reviews every fortnight with the Attendance Advisory Practitioner (AAP) and invite parents to attendance clinics to improve attendance.
  • We have good links with the school nurse, who will come in to talk to parents or children.
  • Each class has an elected school council member, who attends meetings weekly and any problems raised by the pupils are discussed and acted upon.
  • Lunchtime clubs and Sports Activities led by trained coaches are available for all children, particularly those who find lunchtime challenging.
  • The Early Help Assessment Framework (Early Help) is used to support the well being and behavioural issues of a child and the family, with the child invited to attend if appropriate.


7. Pupils with medical or sensory needs

  • We access a variety of Children’s Therapy services for children with physical and sensory issues.
  • Health Care Plans are drawn up with the school nurse for children with medical needs.
  • Medicine can be administered in school with signed parental permission
  • There are three nominated first aiders in school and members of the Foundation Stage staff have paediatric first aid qualifications.
  • Our Business Manager keeps a register of pupils with medical problems, which is made available to staff


8. What training have the staff supporting children with special educational needs and / or Disabilities (SEND) had or will be having in the future?

  • Mr Riley our SENCO is a qualified teacher with the National Award for Special Educational Needs Qualification.
  • All staff have regular training on Autism, Attachment, Disability Awareness and Child Protection, as well as updates on other training, such as Positive Handling.
  • The Head Teacher is the Continuing Professional Development (CPD) co-ordinator and ensures that staff have the skills they require to support the pupils.


9. What specialist services and expertise are available at or accessed by New Road School?

  • We have access to a wide range of specialist services as follows:
  • Attendance Advisory Practitioner (AAP)
  • Child & Adolescent Mental Health Service (CAMHS)
  • Children’s Therapy Services
  • Counselling Services
  • Educational Psychologist (EP)
  • Occupational Therapist (OT)
  • Paediatric Service (Maritime Hospital)
  • Physical & Sensory Service (PASS)
  • Outreach Services (Bradfields, Dane Court, Marlborough)
  • School Nursing Team
  • Children’s Services Advice Team (CAD)
  • Speech & Language Therapist (SALT)


10. How will New Road School prepare and support my child to join, transfer to a new school or for the next stage of education?

  • There is an induction evening in the Summer Term for all children who will be joining the Foundation Stage in September and a Welcome Club is available for sessions in the summer term.
  • Nursery tasters are held before children enter school.
  • Early Years Foundation Stage children are visited by a member of the Foundation Stage team before joining. Staff also attend the child’s current pre-school. Reception children attend four Welcome sessions in the Summer term.
  • Children who join New Road at a later date are given a tour of the school and parents are given a parents’ handbook.
  • Previous schools are contacted to discuss any concerns and to share information.
  • Transition to a new class within New Road School is facilitated by several sessions to meet new class teachers and get used to a new environment, with extra sessions for the Key Stage 1 to Key Stage 2 transition.
  • We run a transition programme for Year 6 pupils across the two Year 6 classes.
  • Autistic or vulnerable pupils are given an enhanced transition pack and have extra sessions to prepare for their transfer to secondary school.
  • Secondary school SENCOs visit New Road to meet teachers to discuss any extra transition days which may be necessary.
  • If Early Help is running, the new school will be invited to attend the meeting prior to transfer.


11. How are pupils helped to prepare for adult life so they can go on to achieve and live happy lives?

  • Through the person-centred planning approach, the child and family are at the centre of all decision-making, so a pupil’s aspirations will always be considered and targets will reflect their needs in order to achieve and be successful in all areas of their life.
  • The school also has teaching and learning approaches that support independent learning and the development of independence and transferrable life-skills including;
    • Growth Mindset Approach
    • Thrive Approach
    • School Council
    • Understanding how to apply their knowledge and skills through depth of learning
    • Vocational/enterprise/understanding of the world of work
    • Attendance
    • Personal Social Health and Economics Education – Financial awareness
    • Year 6 – Life Skills Training
    • Outside visitors – from variety of occupations/employment
    • Independent learning activities.
  • The school’s motto of ‘Yes I can’ demonstrates our ethos and commitment towards developing and readying our pupils for the adult world. Ours may be the first steps but they are important and crucial to future success and happiness.


12. Who can I contact for further information?

  • Parents are kept informed at every stage of a child’s learning, development and assessment and are encouraged to contribute and to support their children’s learning.
  • Discussions can be held with the class teacher informally or at parents’ evenings
  • The class teachers, SENCO, FLO, and Senior Leadership Team (SLT) are always available to talk and listen to your concerns and help and advise you.
  • At New Road Primary School, the SEND terms that are abbreviated which can lead to confusion. Below is a glossary of the most frequently used SEN terms:



Attendance Advisory Practitioner


Attention Deficit Disorder


Attention Deficit & Hyperactivity Disorder


Autistic Spectrum Disorder


Common Assessment Framework


Child & Adolescent Mental Health Service


Code of Practice


Child Protection


Developmental Co-ordination Disorder


Department of Education


English as an Additional Language


Education, Health and Care Plan


Educational Psychologist


Free School Meals


Hearing Impairment


Individual Education Plan


In School Review


Key Stage


Looked After Child/Child that is Looked After


Local Education Authority


Moderate Learning Difficulty


National Curriculum


Occupational Therapist


Pastoral Support Programme


Speech & Language Therapy


Social, Emotional and Mental Health


Special Educational Needs


Special Educational Needs Co-ordinator


Special Educational Needs & Disability


Specific Learning Difficulty (dyslexia, dyspraxia)


Visual Impairment



We hope that this has answered your questions,

if not please do not hesitate to get in touch with us.


Telephone: 01634 843084