Briar Hill Primary
Briar Hill Primary@BriarHillSch
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SEND Information Report

Our SEN Coodinator is Carly Perry - Strategic Lead for SEND

Interim SEND Coordinator is Ian Hickman



From September 2014, all maintained schools and academies have a legal obligation to publish an annually reviewed Special Educational Needs Information Report. The purpose of this report is to give information about how the school implements the Special Educational Needs Policy.

Briar Hill Primary is a fully inclusive school and all staff are committed to providing the best education possible for every pupil. We believe all children and young people are entitled to an education that enables them to make progress so that they:

  • achieve their best
  • become confident individuals living fulfilling lives,
  • make a successful transition into adulthood, whether into employment, further or higher education or training (SEN Code of Practice, p.81).

Equality and Inclusion for children with Special Educational Needs and/or disabilities (SEND)

What is SEND?

“A child or young person has SEN if they have a learning difficulty or disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: 

a)     has a significantly greater difficulty in learning than the  majority of others the same age, or

b)     has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.                

How does our school know if children need extra help?

We know when pupils need additional support if:

  • Concerns are raised by Parents/Carers
  • Concerns are raised by teachers and school staff
  • Concerns are raised by outside agencies
  • There is a lack of progress over two terms (e.g. from September to Easter)
  • There is a change in the pupil’s behaviour
  • A pupil asks for help

Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty, it may be that the child has SEN. Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and more formal assessments.

There can be many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The school understands that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

What types of special educational need do we provide for?

 The Code of Practice identifies 4 broad areas of need: (SEN Code of Practice, p. 86/87)

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical needs

At any given time we have a small number of pupils experiencing difficulties in one or more of these areas of need. This may be a relatively short term issue which may be resolved with targeted, timely support or it may be a difficulty relating to a long term issue or disability which may need a programme of on-going, rigorously evaluated and highly individualised support.

Levels of support offered by school:

Stage 1: All pupils will receive well-differentiated, quality first teaching, including, where appropriate, the use of  small group interventions. 

Stage 2: Pupils will be offered additional SEN support when it is clear that their needs require intervention which is “additional to” or “different from” the well-differentiated curriculum offer for all pupils in the school and will therefore be identified as having a special educational need as defined by the SEN Code of Practice 2014.

Stage 3: A small number of pupils may need support which requires a more individualised and specialist programme of support. In this instance the school will follow the statutory procedure for requesting a statutory assessment which may result in the writing of an Education Health and Care Plan.

The school will ensure that pupils with Education, Health and Care Plans and those with a statement of educational needs, dating from before January 2014, will have access to all arrangements for pupils on the SEN list (above) and, in addition to this, will have an Annual Review of their statement/plan.

Who is responsible for children with SEND?

Class Teachers are responsible for the day to day teaching of children with SEND in their class.  The Headteacher has overall responsibility for the learning, care and safety of all pupils in our school.

Mrs Perry is our Special Educational Needs Co-ordinator (SENCo).  It is the SENCo’s responsibility to organise support for children with SEND across the school.

All of the staff in our school work in partnership with Mrs Perry to meet the needs of our children with SEND.

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

If you have concerns please contact either your child’s Teacher or Mrs Perry, SENCo  01604 768392

What training or specialist expertise do our staff have around supporting children with SEND?

Mrs Perry, our strategic SENCO, is a qualified and experienced teacher.

Mrs Marshall, our assistant SENCO, has a wealth of experience in this field.

All of our staff have undertaken a range of training which supports children with SEND and continue to do so through an annual cycle of professional development.  Where a specific need is identified the school will seek specialist advice and support.

How is provision for SEND made within the school?

Provision for SEND is in the main funded through the school’s budget which incorporates an allocated SEN fund. This allows the support to be resourced up to AWPU (a per pupil funding formula) + £6000 per annum.

If the school feels the pupil needs support in excess of this figure and can demonstrate a planned and costed programme of support is in place which exceeds the statutory expectations as set out in the county’s SEN descriptors, we can apply to the Higher Needs Funding Block to meet these additional costs.

Applications can be made to the Higher Needs Funding Block for pupils with SEND regardless of whether they have a Statement of Educational Need or Education, Health and Care Plan.

How is provision for SEND evaluated within the school?

Provision for any pupil which is additional to the core timetable taught to their peers is recorded and evaluated through the school’s provision map. This document allows the staff to closely monitor the support for all vulnerable pupils including those with SEN and is reviewed on a termly basis. Provision can then be amended, developed or continued as an outcome of this review process.

Where it is considered appropriate a pupil may also have an Individual Education Plan to set targets, record the support given to help the pupil achieve these targets and evaluate outcomes; however this is not a statutory expectation and a decision to maintain IEPs is made on a case by case basis.

How will you be supported to share your views?

All parents/carers are encouraged to contribute to their child’s education.

You are welcome to do this through:

  • Discussions with the class Teacher
  • During termly learning conferences
  • During planned discussions through our Inclusion team
  • Shared written information, for example, if your child has a home-school communication book

How are pupils with SEN encouraged to share their views?

Pupils with SEN are regularly asked to participate in planning, evaluating and adapting their support through IEP reviews, attendance at meetings as appropriate and the preparation and participation in their termly learning conference.

Who can I contact for further information?

If you wish to discuss your child’s educational needs or are unhappy about something regarding the support your child is receiving please contact Mrs Perry, Miss Cooksley, Headteacher or Mr Panton, Chair of Governors.

What specialist services and expertise can be accessed by our school?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise.  The agencies used by our school include;

  • The Autism Outreach Team
  • Behaviour Outreach provided by Kings Meadow School
  • Speech and Language Team
  • Educational Psychologist
  • School nurse
  • Occupational Therapist
  • Child Development Centre
  • Visual Impairment
  • PD outreach
  • Educational Welfare Officer
  • Multi-Agency Support Team
  • Social Care

How does Briar Hill Primary School support children with SEND?


What will our school do if your child is falling behind?

We will have a meeting with you to discuss the additional support your child may need.

This may include:

  • Support in a small group
  • One to one teaching assistant support for a fixed period within identified subjects
  • A focused series of one to one tuition with teacher to address specific areas of difficulty
  • A structured intervention programme
  • Additional lunch-time or playtime provision
  • Careful monitoring

After a review of the support already given, it may be necessary to make a more detailed plan.  This might include advice from out of school agencies.

How accessible is the school environment?

As a school we are happy to discuss individual access requirements, if you wish to discuss your needs relating to the accessibility of the environment please arrange a time to see Mrs Perry.  

How does Briar Hill Primary School support children with SEND joining or leaving our school?

At Briar Hill Primary school we understand that moving school can be a worrying time for children and their families.  We try to make this easier by:

  • Planning visits for children who will be joining school in the Foundation Unit.
  • Sharing information between nursery/home and school if your child has SEND or if there is a concern that they have additional needs.
  • At times children may need to have an ‘enhanced’ transition, in these cases we will work with you and other professionals to offer extra support.
  • All children will be given the opportunity to have a ‘move up’ day before they go to their next class.
  • If your child needs a little more support with moving classroom and change of teacher we will create a more detailed plan of action to help them with the move.
  • When children are in Upper Key Stage 2 (years 5 and 6) they will be supported to think about and often visit their preferred Secondary school.
  • Sometimes parents and the SENCo will need to make more detailed plans to support with choice of school and/or more visits to the new school.
  • If children come to our school mid-way through a school year, we contact the old school for your child’s records.  Where there are additional needs the SENCo at the old and new school will share information so that we can understand their needs.

Where can I find Local Authority information about SEND?

Information about SEND provision for Northamptonshire is available on the Northamptonshire County Council website. Here you will find information about how the Local Authority expects schools to meet the needs of children with SEND and their families; this is called the ‘Local Offer’.