Special Educational Needs and Disabilities Information Report

(For children with medical needs please see 'Supporting Pupils at school with Medical Conditions' in the Policies section)


Scremerston First School


Mainstream First School 4-9 years

Pre-School on site

Proportion of children currently in school with SEND (Special Educational Needs and Disabilities)



The school has complete wheelchair access and a disabled toilet.


Working together with other agencies as appropriate to the child's needs, we are able to provide appropriate support for the areas of need identified in the 2014 SEND Code of Practice relating to Communication and Interaction; Cognition and Learning; Social, Mental and Emotional Health (formerly known as Behaviour, Emotional and Social Difficulties in the 2001 SEN Code of Practice); Sensory and Physical Needs. All teachers and teaching assistants are trained and work together, and with outside agencies and other schools as appropriate, to identify and assess needs and to support children with SEND by providing targeted interventions, resources and other support.   In recent years staff have received training in strategies to help and support children  with SEND who may have diagnoses of autism, epilepsy, diabetes, cystic fibrosis, asthma, dyslexia, dyspraxia (including verbal dyspraxia) and have been trained in delivering support such as Precision Teaching, 'Talkabout' communication and emotional support, Lego Therapy,  Phonics and Maths. Some children will require lower level support ('School Support') and some children will need further assessment by outside agencies such as SEND Support Services or the Children's and Young People's Service (CYPS) and may be identified as requiring high level support, 'High Needs'. Some of these children may require an Education Health Care Plan. All assessments involving outside agencies are discussed and agreed with parents.  Parents are kept fully informed throughout the process of identifying, assessing,  planning and providing for any child who has or who may have SEND.


We have a great deal of expertise within the school and work closely with SEND Support Services to raise awareness and expertise in areas such as language development, speech therapy, reading support, emotional literacy support, autism and attention deficit hyperactivity disorder. We also maintain close links with The Grove Special School to share information, guidance and resources; with Lucky Ducks Pre-School; with Berwick Middle School and Tweedmouth Middle School who provide extra transition activities for children with SEND.


Behaviour, Discipline and Bullying Policy


Governors Special Educational Needs Statement


Scremerston School Special Educational Needs and Inclusion Policy


Safeguarding Children Policy


Health and Safety Policy


Lucky Ducks and Scremerston First School Joint Transition Policy


Complaints Policy


Supporting pupils at school with medical conditions

At Scremerston First School we believe that:

Every child is valued, and we endeavour to provide a safe, engaging learning environment for everyone.


We want all children to achieve and so, through high quality differentiated teaching, identification of targets for progress and strategies in Support and Intervention Plans and a range of specific interventions, progress can be made.


We encourage all children to play a full part in school life, such as performances, teams, after school clubs and taking on responsibilities.


*It is important for each child to feel valued and we will take positive steps to build self - esteem.  The work and efforts of all children will be recognised.


*All children, regardless of their SEND, will have access to the same educational opportunities as their peers, and the same entitlement to a broad and balanced curriculum.


*All children have the right to have their individual needs met.


*All adults have a role to play in this provision.


*A home/school partnership is critical for progress to be made, and so this is fostered at all times.


*For children to make the most progress they can, they need to have a good attendance.


*Punctuality is important, as lateness can cause important chunks of learning to be missed.


*We involve other professionals when necessary.


SEND in our school

We identify children with special needs through teacher assessments, discussion with parents, formal and informal assessments, and the progress made by the child.


Parents can raise any concerns they may have with the class teacher, the Special Educational Needs and Disabilities Co-ordinator (SENDCO), or the Head Teacher.


The curriculum provided for the child may be differentiated through the work in class, or a particular intervention.

School Staff

The child’s education programme will be implemented in school by the class teacher and teaching assistants.  The plan may be put together by a variety of professionals – teachers, SENDCO, outside agencies – depending on the individual needs of the child.

Input from specialist support services

We have close partnerships with many outside agencies such as SEND Support Services, Children’s Services, Children and Young People's Service, the Health Service and School Nurse.

The Northumberland Local Offer can be accessed at  https://www.northumberland.gov.uk/Children/Northumberland-Local-Offer-SEND-0-to-25-years.aspx 

Special Educational Needs and Disabilities Co-ordinator (SENDCO)

The SENDCO in school is Mrs Smith and she should be contacted about any matters related to SEND .


The Governor responsible for SEND monitors the provision for children with SEND.  An annual report on SEND is made to the full Governing Body.



Children are included in all learning experiences, with differentiation or adaptations made if necessary.   When on trips, some children may need extra support, but all will take part.

Parental Support and involvement

As well as the twice yearly parent consultation and annual written report, all children with SEND have their progress reviewed at least termly.  New targets are set based on review outcomes in each child's Intervention and Support Plan.

Children may have a home/school book which helps to keep parents involved in their child’s learning, and maintains an open relationship between the child’s home and school life.

Parents are also supported through a range of training and learning events, such as subject specific workshops, and through regular and close contact with the Head Teacher, SENDCO and class teacher.

Transition arrangements are in place for all children to move on to their next school.  Where additional support is needed, this is arranged to make the move a positive experience for the child.

Completed by

Sarah Smith

Head Teacher / SENDCO

Date Completed

April 2021

Review Date

April 2023

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