At Cecil Road Primary and Nursery School, we aim to support every child to become confident, independent learners prepared for their future. We recognise that some children may need additional support at different points in their education and we work closely with families to identify and remove barriers to learning.

All staff share responsibility for supporting pupils with SEND. Class teachers provide high-quality adaptive teaching and work alongside the SENCo and inclusion team to ensure provision is carefully planned, delivered and reviewed. We follow the graduated approach of assess – plan – do – review so support is continually adapted to meet each child’s needs.

Our aim is to remove barriers to learning, build independence and ensure pupils feel confident, safe and successful within school life. We believe strong partnerships with families are essential and we encourage parents to share any concerns as early as possible so we can work together to support each child effectively.

Further information about how we identify needs, provide support and review progress can be found in the sections below.

SENCo		Miss Laura Southgate  inclusion@cecilroad.co.uk 01474 534544
SENCo assistant		Ms Jemma Relph  inclusion@cecilroad.co.uk 01474 534544
SEND  Governor		Mr Jake Fisher

Types of Needs We Support

We support pupils across the four areas of need identified in the SEND Code of Practice:

• Communication and Interaction

• Cognition and Learning

• Social, Emotional and Mental Health

• Sensory and/or Physical Needs

Children’s needs often overlap, so we take a holistic view of each pupil when planning support.

How We Identify and Support Needs

If you have concerns, the first step is to speak to your child’s class teacher. We will meet with you to understand your child’s strengths and difficulties and agree next steps together.

Where appropriate, we will introduce strategies and monitor progress over time. If a child requires additional support, they will be placed on the SEND register and support will be reviewed regularly using the assess–plan–do–review cycle.

The same process is followed if concerns are identified by the school.

How We Support Pupils

High-quality teaching is our first response to need. Teachers adapt lessons to suit individual learners through strategies such as breaking instructions into smaller steps, pre-teaching vocabulary, using visual supports and providing assistive resources.

Some pupils may also receive targeted interventions or specialist support delivered by trained staff. We work with a range of professionals including educational psychologists, speech and language therapists, occupational therapists and wellbeing services when needed.

Monitoring Progress

We regularly review support to ensure it is effective. This includes:

• Reviewing progress towards agreed outcomes

• Monitoring intervention impact

• SENCo oversight

• Pupil and parent feedback

• Annual reviews for pupils with EHCPs

Support is adapted whenever needed to ensure children continue to make progress.

Working With Parents and Pupils

Parents are invited to meet with staff regularly to discuss progress and next steps. We value your knowledge of your child and work in partnership to plan support.

Pupils are also involved in decisions about their learning in ways appropriate to their age and needs, for example through meetings, discussions or sharing their views in different formats.

Inclusion

All pupils are encouraged to take part in school trips, clubs and activities. Reasonable adjustments are made to ensure children with SEND can participate fully in school life. The school makes reasonable adjustments in line with the Equality Act 2010 and our Accessibility Plan.

Transition Support

We carefully support pupils moving between year groups and into secondary school through additional visits, sharing information with new teachers and planning meetings with families and receiving schools.

Support for Families

We can help families access advice and support services and signpost to the Local Authority SEND Local Offer and independent support organisations.

Complaints

If you have concerns about SEND provision, please speak to the class teacher, then the SENCo, then the Headteacher. If the issue is not resolved, a formal complaint can be made to the Chair of Governors in line with the school complaints procedure. Parents may also seek advice from the Local Authority or SEND mediation and tribunal services if required.

Worried about your child?

If you have concerns about your child’s learning, development or wellbeing, please speak to us as soon as possible. Early communication helps us provide support quickly and effectively.

Step 1: Talk to your child’s class teacher
They know your child best in the classroom and can discuss progress, strategies already in place and next steps.

Step 2: Contact the SENCo
If concerns continue, the class teacher may involve the Special Educational Needs Coordinator (SENCo) to explore further support or assessment.

Step 3: Meet and plan support together
We will work in partnership with you to agree appropriate strategies, targets and any additional provision your child may need.

You can contact the school office to arrange an appointment or email: inclusion@cecilroad.co.uk 

We value parents’ knowledge of their children and aim to work collaboratively at every stage.

Useful links:

Kent have published a SEND Strategy to show how they are improving SEND outcomes for children with SEND - please click on the link to read more about the SEND Strategy. SEND strategy easy read (kent.gov.uk)

Kent Local Offer for SEN Children - Please click here to see how we support SEN at Cecil Road