Special Educational Needs

Information about the School

School Name

Sandringham Primary School

Head Teacher

Mr Chris Metcalfe 

SENCO Inclusion Manager

Mrs Jessica Milnthorp

Governor with responsibility for SEN

Mrs Sarah Bell


Sandringham Road, Doncaster DN2 5LS




01302 361880

Age Range


School Description and Shared Vision   

We are a larger than average Local Authority maintained primary school (4-11), with two form entry throughout school and a 52 place nursery.  

Everyone feels valued at Sandringham Primary School. The staff and children demonstrate care and concern for one another, and encourage each other to grow and develop. At our school we discover the talents of each learner and build upon them.  Praise and encouragement are used by all to celebrate success and establish a confident attitude to life and learning.  

We work closely with parents/carers to ensure that each child achieves his or her best and becomes a confident learner. We have a learning environment in which the children are happy, and make good progress socially as well as academically. Clear expectations are supported by consistent reinforcement and praise.  Everyone is recognized for their achievements in and out of school. 

Our communication with each other and our community is good. As many people as possible are represented in the decisions affecting school life. At our school we explore what it is to be a great team and we value consistent and encouraging feedback between all members. We believe that positive reinforcement builds self-esteem and look for ways to value each other. The staff in each school building share resources and communicate openly and honestly with each other, offering advice and support.  

We are committed to continually improving the learning of our children and lessons are purposeful and relate to school life.  We offer a broad and balanced curriculum to ensure that all children have the opportunity for success.  We are confident in our skills and we support each other to be creative and try interesting and diverse ways of working.  Staff training is given the highest priority and is focused and relevant to school improvement priorities.  We pride ourselves on carefully selecting and implementing relevant initiatives successfully.  

The progress made by our children is monitored in a thoughtful and meaningful way.  We ensure that our children understand how much progress they are making and what they need to do to improve.   We support their learning with a combination of verbal and written feedback.    Our children self-assess and peer assess their work regularly.   Children and staff are given time to reflect on learning opportunities and successes.   

Sandringham Primary School is a school where everyone learns and where everyone’s learning is given the highest priority.  

We have tried to answer all the questions parents have asked us about the provision we have for children with special educational needs. We hope this is clear and easy for you to understand. If you would prefer to talk to one of our friendly, highly skilled and experienced staff, please telephone school and we will be really happy to talk to you. 

Why we have written this information

We have tried to answer all the questions parents have asked us about the provision we have for children with special educational needs. We hope this is clear and easy for you to understand. If you would prefer to talk to one of our friendly, highly skilled and experienced staff, please telephone school and we will be really happy to talk to you.

How do we make sure all children reach their potential?

  • access to a broad, balanced curriculum which is well differentiated and takes account of different learning styles and children’s interests 
  • well-staffed classrooms – at least one teacher and one support assistant/higher level teaching assistant within each year group, and one to one support where necessary 
  • quality of teaching and learning well monitored by highly experienced leaders 
  • teaching judged to be ‘good’ by OFSTED in May 2018 
  • individualised targets for all children 
  • SEN support plans in place throughout school - reviewed each term with all other adults involved and with the child 
  • rigorous pupil tracking system which ensures all children are monitored 
  • professional dialogue about every child in school every term ensures any difficulties are identified early and suitable provision put in place, as part of provision maps and pupil progress meetings 
  • dedicated Special Educational Needs Coordinator time each week 
  • our SENCo is part of the senior leadership team 
  • detailed programme of reviews with parents and professionals: 3 learning conference evenings a year; termly reviews for all children on the Special Educational Needs and Disabilities register and comprehensive annual reviews 
  • parents’ views are very important to us 
  • children’s views are very important: they are invited to learning conferences, Special Educational Needs reviews, and we have an active school council 
  • we encourage children to become involved in their own learning through coaching and learning conferences 
  • a strict zero tolerance policy for bullying 
  • long established, acknowledged and celebrated ethos of inclusion and equality 
  • termly assessment of children’s progress in years and months 
  • clear identification of children with special needs using a clear flow chart linked with data and teacher assessment/judgements 
  • assessments are discussed in detail with appropriate adults, including the SENCO, parents and where appropriate external agencies (eg the Educational Psychology service/ Occupational Therapy/ Speech & Language Therapists) 
  • tracking against clear set of key performance indicators (KPI’s) which show clear attainment, progress and next steps in learning. 

Parental Involvement

  • children on SEN support plans have termly reviews with the Class Teacher, and where necessary the SENCO, any other agencies and adults involved to discuss progress, targets and next steps 
  • parental and child’s views are always sought and acted upon 
  • involvement and discussions with class teacher/SENCO with regards to referrals that may need to be made 
  • links with PSA to support parents 
  • parents invited into school to celebrate children’s success and progress made 

How do we help a child with physical needs?

  • fully compliant with the Disability Discrimination Act 
  • disabled toilets in both buildings 
  • school is accessible by wheelchair users 
  • every class has access to equipment which helps writing: sloping boards; a variety of pencil grips; a variety of pens and other writing apparatus and a range of ICT equipment 
  • use of differentiated sports equipment in PE 
  • team of staff trained in moving and handling 
  • staff trained in delivering personal and intimate care. 
  • Intimate care plans in place or all children, in agreement with parent and child for any young person who require intimate / personal care. 

How do we help a child with speech and language needs?

  • delivery of programmes devised by speech and language therapists 
  • staff experienced in the use of Speech Therapy programmes/ staff trained in basic speech and language therapy approaches and interventions.  
  • good communication and links with local authority Speech and Language therapists - regular outreach programmes throughout school 
  • Communication Champion supports in the delivery of programmes, early identification and delivers training to others 
  • staff in Key Stage 1 are trained on building vocabulary, recognising and dealing with stammers and pronunciation of speech sounds, to support children alongside speech therapy in interventions 

How do we help a child with sensory impairment?

  • specialist sensory equipment for focused work  
  • 2 teachers and 2 teaching assistants are trained to deliver Makaton sign language in Early years, providing support to others throughout school 
  • local deaf school in Doncaster - can provide outreach where necessary 
  • quiet areas available around school to prevent sensory overload 
  • two members of staff attended autism training.  
  • close working and accessing support from the ASCETS team. 

How do we help a child who has social and emotional difficulties?

  • Parent Support Advisor on school site
  • The Thrive Approach - Two learning mentors run the programme, alongside additional 2 members of staff who are fully trained. All staff including middays have had a taster session and all teachers are trained in completing class screenings. Thrive boxes are being introduced in the classrooms and a designated classroom (The hut) is specifically allocated for a ‘Thrive’ base.
  • All staff have had training to deliver whole school thrive. All children in school are screened termly and class action plan targets are set, these are delivered each week and also throughout the curriculum
  • Staff are Autistic Spectrum Disorder aware and use appropriate strategies to support the learning of children with Autistic Spectrum Disorder
  • two members of staff trained as Autism practitioners, an additional 2 have completed training on the IDP and TEACCH approaches.
  • access to specialist outreach support for children with Autistic Spectrum Disorder and their families 

measures to prevent bullying: 

  • policy created in partnership with parents and pupils
  • pupils able to talk with an adult in school that they feel comfortable with (bubble time)
  • we deal with any incidents of bullying immediately

How do we help a child with behavioural difficulties?

  • Parent Support Advisor
  • The Thrive Approach for children with social and emotional difficulties 
  • variety of after school clubs to promote self-esteem 
  • close liaison with Behaviour support services/ provision
  • Behaviour Policy which sets out when parents will be contacted – this is kept for absolute emergencies
  • Targets for behaviour either on individual behaviour plans or on Pupil Progress Reviews.

How do we help a child who needs support with literacy?

  • all teaching assistants trained to deliver support relevant to children’s needs 
  • targeted programmes – e.g. dyslexia programme (Toe by Toe)
  • First class at writing intervention scheme supports children with difficulties in literacy
  • extensive programme of one to one reading
  • learning letters and sounds (phonics) groups – small intervention groups for catch up phonics
  • dyslexia aware staff throughout school who use dyslexia friendly teaching strategies
  • dyslexia screening checks for children with dyslexic tendencies, this screening check gives a clear picture of the child’s areas of need and allows us to target the support and build strategies into the SEN plan to suit the individual needs of the child
  • teaching assistants have received the outstanding TA programme training to support in developing innovative activities for bespoke interventions linked to individual needs. 

How do we help a child who needs support with numeracy?

  • teaching assistants trained to deliver First class at Number in both key stages.
  • all teaching assistants trained to deliver support relevant to children’s needs
  • targeted programmes planned by teachers – First class at number/ bespoke interventions
  • All teaching assistants have received the outstanding TA programme training to support in developing innovative activities for bespoke interventions linked to individual needs. 

How do we support a child who has medical needs?

  • individualised health plans developed by the parents and Inclusion Leader
  • all staff first aid trained and/or Early Years Paediatric First Aid trained
  • advice and guidance sought and taken from professionals
  • staff trained on specific medical needs when appropriate (eg epilepsy)
  • regular meetings and updates are encouraged - open door policy

How do we help a child who has English as an Additional Language (EAL)?

  • induction programme when children arrive at school, supported by additional induction from the learning mentors to ensure children settle in school.
  • links with EAL local authority support to aid with planning and strategies. 

How do we support a child with complex and multiple needs?

  • SENCO/Inclusion Leader familiar with all special schools and what they provide
  • risk assessments conducted by local special primary school if appropriate
  • experienced staff (several children been through school with complex needs)
  • sensory spaces/ equipment available
  • clear liaison between all staff involved and rigorous review systems in place. 

How do we support a child who is Looked After by the local authority and has SEN?

  • work closely with children and young people in care education service 
  • senior member of staff attends all relevant meetings 
  • pupil premium funding is spent accordingly, summarised on the school website, and is annotated on the child’s support plan and provision map  
  • children have personalised plans recorded on the ePEP to show the allocation of funding and evaluated termly with all professionals involved to show what effect it is having 
  • Weekly inclusion meetings involving a safeguarding member, SENCO and learning mentors. 

Which specialist services do we access beyond the school?

  • We have current regular contact with the following services who give us support and advice:
  • Specialist Inclusion Service, including Autistic Spectrum (ASCETS) team and Hearing Impaired team/ Deaf school 
  • Educational Psychologist Service 
  • Speech and Language Therapy 
  • Occupational Therapy 
  • Physiotherapy 
  • ASCETS team 
  • Child Adolescent Mental Health Service/ CAMHs locality worker. 
  • Educational Welfare Officer 
  • Behaviour Outreach Support Service (BOSS) 
  • School Nursing service 
  • Behaviour Primary Learning Centre 
  • local special schools 
  • local pyramid schools in the area 
  • Local authority delivered Network Days 
  • SAIDSEND team 
  • Diabetes team 
  • Referrals for the GDA pathway for ASD/ADHD 

The Graduated Approach is coordinated through a Team Around the School model. The Team around the School is a single forum for Local Authority and partner officers to interact with schools around key school development themes, thematic issues or concerns relating to the needs of pupils.

The Team around the School brings together key agencies in one place, at one time who can offer advice, guidance, information, signposting and support to schools’ around how they can best meet the needs of their most vulnerable pupils.

How will we include children in activities outside the classroom including school trips?

  • support assistants are deployed to support children with Special Educational Needs and Disabilities in out-of-school activities
  • extra staff deployed for trips to meet the stringent requirements of our risk assessments - children with Special Educational Needs and Disabilities identified on risk assessments and support put in place
  • parents/carers are consulted prior to trips for advice and guidance. 

How do we prepare and support a child for joining school and transferring to secondary school?

  • home visits by Early Years staff
  • visits to pre-school placements by Special Educational Needs Coordinator and other school staff where appropriate
  • allocation of a support assistant as soon as possible and introduction before child starts school in recognition of the importance of transition
  • extended visits to Nursery and Reception planned in summer term before starts/play sessions/ transition and liaison with onsite day-care provider
  • transition plans – extended visits to secondary school with primary school staff in addition to what may already take place
  • close liaison with all other settings involved in transition – good exchange of information. 

How will we meet a child’s personal care needs?

  • Intimate and Personal Care Policy/plans in place, adhered to by all staff. All staff have regular update training, this includes midday supervisors.
  • all staff sign and adhere to a ‘Code of Conduct’
  • two disabled toilets, one on each site, ensure space and sensitivity for some aspects of personal care
  • children are given as much responsibility for personal care as is possible with staff interventions only used when necessary and following strict procedures; staff only call parents in an absolute emergency.

How will we develop social skills throughout the school day, especially break times?

  • playtimes/lunchtimes seen as an important part of the day and included in time for one to one support for EHCP children if appropriate
  • playground leaders chosen by school to organise activities at break times
  • prefects from Key Stage 2 model good behaviour at playtimes and monitor behaviour
  • midday supervisors trained/involved in training on behaviour and First Aid
  • Learning mentors run break and lunch time clubs to support vulnerable pupils. 

How do we allocate resources?

  • general provision for all pupils in the school including pupils with SEN through Quality First Teaching (Element 1)
  • school identifies, assess' and makes special educational provision for all children with SEN (Element 2)
  • Higher Needs Funding can be requested to meet needs further with additional special educational provision supported by the Local Authority (Element 3)
  • one to one support given as specified in a child’s Disabilities/Education, Health and Care Plan 
  • support assistants employed for SEN support – time is allocated on a daily basis for individual/small group work on Pupil Progress Review targets/ intervention
  • Higher Level Teaching Assistants in each year group
  • all children regularly reviewed through the graduated appraoch (at least once a term) and provision matched to needs
  • 2 full time Learning mentors who work across the whole school. 

How do we ensure all staff are well trained?

  • regular sessions for all support staff on Special Educational Needs and Disabilities issues/care meetings
  • whole school training throughout the year, including for all Higher Level Teaching Assistants and for teaching assistants where appropriate. All staff attend weekly staff meetings.
  • training courses allocated to support staff for professional development out of school/ in school training for teaching assistants delivered by senior members of staff, eg interventions for behaviour etc.
  • commitment to maintain levels of training if staff leave
  • well planned programme of Continuing Professional Development, accessing both external agencies and in-school support linked into performance management. 

Early Identification

We recognise that the identification of a child’s need can be made by a number of people including GP, Health visitor, pre-school counsellor, teacher, parent/carer. The school can become aware of a child’s individual needs in a number of ways, eg:

  • through formal and informal teacher assessments 
  • tracking pupil progress 
  • ongoing assessment throughout the year enabling the clear tracking of each individual’s progress. 
  • Following identification, any concerns about the child are discussed with the parents/carers. The child will only be placed on the special needs register with parental consent. 

How do we assess and review children’s progress towards outcomes?

  • through formal and informal teacher assessments 
  • tracking pupil progress - regularly using cornerstones grid- shows clearly what age the child is working at, what their next steps are and where any gaps in learning may be 
  • children’s and parent’s comments form part of each termly review, when reviewing progress towards the outcomes 

How do we involve children with SEN in their education?

  • children express their feelings verbally/pictorially or written with their identified member of staff who supports their learning in school in a one page profile
  • discussion during termly parents SEN support Reviews, and termly and annual EHCP/Statement reviews
  • termly pupil voice is carried out for identified SEN children.

How do we involve parents of children with SEN in their child’s education?

  • termly meetings with parents to discuss the child’s progress and future targets
  • SEN support plan meetings, and termly and annual EHCP/Statement reviews
  • bespoke methods dependent on child’s needs – enabling parents to discuss any concerns with a member of staff eg through home school diary’s, open door policy, phone calls etc.

How do children with SEN engage in activities available with children in school who do not have SEN?

  • all children have access to a broad and balanced curriculum, which is well differentiated, allowing all children the opportunity to learn alongside each other 
  • teachers/teaching assistants/Higher Level Teaching Assistants adapt planning and resources, enabling all children to access the curriculum. 

How do we evaluate the effectiveness of the provision made for children with SEN?

  • provision is reviewed half termly, involving the teacher, support staff and the SENCO
  • pupil voice is also conducted each term.
  • the SENCO formally evaluates the effectiveness of the provision each term, to highlight areas of school improvement. 

Levels of SEN (SEND Reforms 2014)

  • Cause for concern – children identified by the teacher/ parent, they will be observed and monitored by the teacher and SENCO over an agreed time period to decide if an SEN support plan is appropriate.
  • SEN Support - children need more support than the weekly intervention, more specific (SMART) targets are put in place, sometimes external agencies are involved and a termly meeting with agencies and parents is held to review and reset new targets
  • EIA funding - In the Early years, in Foundation 1, EIA (Early intervention Allowance) can be applied for this can provide additional support for children who are very young and may need additional provision. This additional funding can be transferred from Nursery and into reception, at this stage it is evaluated and if this provision is required to continue an EHCP is applied for, if not they will step back down to SEN support. 
  • Enhanced SEN Support - where additional provision may be needed for a shorter period of time, more than can be provided at SEN support a referral can be made for ‘top up’ funding. This can support to allow additional intervention/ support to be implemented over the period of 1-2 terms.
  • Statement/EHCP - children have additional and more complex needs and support funded by the authority and school, usually for one to one support for a specified amount of hours each week, allocated according to the child’s needs. 

How we prepare children to join our school

  • Children joining Nursery are invited to attend play sessions where parents can play with their child in the setting and meet the teacher and other adults. The nursery teacher will also visit the home or other nursery settings. More transition visits can be planned if necessary.
  • Children joining Reception are invited to attend play sessions and stay for lunch with their parents. Visits are made to the nursery setting by the teacher and as many transition visits as necessary can be made.
  • The class teacher supported by the SENCO will visit the child in their setting and the child can visit our setting with parents/supported by staff from the previous setting. 
  • All paperwork is sent on and shared for continuity.
  • Subsequent schools are invited to support meetings and annual reviews. 

How do we prepare children to move on from our school?

  • transition visits to the new school, supported by a member of staff - as many visits as necessary are planned 
  • subsequent schools invited to attend support plan meetings and annual reviews 
  • new SENCO/teacher invited to meet child in school setting 
  • lots of talk and preparation for the child moving to another setting to support and help them picture what it will be like. 

The SEN Co-ordinator (SENCO) responsibilities include:

  • overseeing the day to day operation of the schools Special Educational Needs and Disabilities core offer
  • co-ordinating provision for children with special educational needs
  • liaising with and advising fellow teachers for support for individual children
  • liaising with other senior staff to support the management of learning support assistants
  • overseeing the records of all children with special educational needs
  • liaising with parents and children with special educational needs
  • contributing to the in-service training of staff
  • liaising with external agencies including educational psychology services, health and social services, and voluntary bodies
  • support the preparation of Pupil Progress Reviews and provision maps
  • attend review meetings of Individual Education Plans in consultation with teachers and parents
  • co-ordinate and manage resources within an agreed budget
  • monitor and report on quality of interventions
  • analyse and make an action plan from data and findings from observations
  • evaluating overall provision in school for children with SEN.

How do we follow up any complaints from parents of children with SEND about the provision?

  • parents are advised to discuss any concerns with a member of staff
  • any concerns raised will be acted on by a member of the leadership team
  • school has a published complaints procedure on its website
  • school works closely with outside agencies, eg SAIDSEND
  • a governor has the overview of Special Educational Needs and Disabilities within school. 

Further information

You can access our Accessibility Plan and Special Educational Needs Policy at: www.sandringham.school/policies 
Doncaster’s Local Offer can be accessed: www.doncaster.gov.uk/services/schools/local-offer-send  

Please do not hesitate to contact us for any further details.