At Thomas Russell Infants’ School, early identification is central to our inclusive approach. We do not wait for a child to fail before offering support. Teachers continually assess progress and look for potential barriers to learning so that adjustments can be made promptly.

We identify needs through:

* Daily formative assessment within lessons
* Termly progress reviews and pupil progress meetings
* Phonics, reading and maths assessments
* Observation of social, emotional and communication development
* Discussions with parents and carers
* Information shared during transition from nurseries or previous settings

If a pupil is not making expected progress, the class teacher will first adapt teaching and implement reasonable adjustments within the classroom. These adjustments are part of high-quality teaching and may include:

* Repetition and rephrasing of instructions
* Chunking learning into smaller steps
* Visual supports such as now/next boards
* Flexible grouping
* Scaffolding resources
* Enlarged text or adapted materials
* Multi-sensory approaches

The impact of these adjustments is monitored carefully.

If, despite high-quality teaching and reasonable adjustments, progress remains limited, we will arrange a meeting with parents to:

* Share our observations and assessment information
* Listen to any concerns
* Agree next steps
* Discuss whether additional provision or specialist advice may be required

At this stage, the Graduated Approach may begin.

What is the Graduated Approach?

Where a pupil is identified as having SEND, we follow the four-part cycle of:

Assess – Plan – Do – Review

This means we:

* Assess the child’s strengths and barriers to learning
* Plan targeted provision and clear short-term outcomes
* Implement the agreed support
* Review progress termly and evaluate impact
* Support becomes increasingly personalised if needed, drawing on specialist expertise where appropriate.

Provision is adapted based on evidence. If a pupil makes sustained progress and no longer requires additional provision, they may be removed from the SEND register following discussion with parents. This reflects the impact of effective teaching and targeted support.

How is extra support allocated?

Decisions about additional support are based on:

* Assessment evidence
* Progress over time
* The level of need
* Advice from external professionals (where involved)

Additional support may include:

* Targeted small group interventions
* Time-limited 1:1 support
* Structured programmes delivered by trained staff
* Adapted resources or specialist equipment
* Environmental adjustments

All additional provision is monitored for impact and reviewed regularly.

Where necessary, we may seek advice from external professionals such as:

* Educational Psychologists
* Speech and Language Therapists
* Autism Inclusion Team
* Visual Impairment or Hearing Impairment Services
* Health professionals

Referrals are always discussed with parents and require consent.

We use evidence-informed early intervention programmes where appropriate, including:

* NCETM Mastering Number
* Educational Psychologist–recommended reading, spelling and maths approaches
* Colourful Semantics
* Nurture provision
* Mental Health First Aiders
* Forest School

These interventions are carefully selected and monitored to ensure they improve outcomes.

The SENDCo works closely with class teachers and senior leaders to monitor provision and outcomes. Governors have oversight of SEND provision and funding to ensure it is used effectively and equitably.

We believe that parents and carers know their children best. Your knowledge, experience and aspirations for your child are central to our understanding of their needs.

If you have any concerns about your child’s learning, development, behaviour or wellbeing, we encourage you to contact your child’s class teacher in the first instance.

Concerns can be raised:

* Informally at the end of the school day
* Through a scheduled appointment
* Via the school office
* By email

The class teacher will listen carefully to your concerns and may gather further information through assessment and observation.

What happens next?

If concerns remain following initial discussion, the class teacher may:

* Adapt classroom strategies and monitor impact
* Arrange a meeting with you to review progress
* Seek advice from the SENDCo

Where appropriate, you may be invited to meet with the SENDCo to explore your concerns in more detail and agree next steps.

We aim to respond promptly and transparently so that support can be planned early rather than waiting for difficulties to increase.

If your child requires additional support, you will be involved in:

* Agreeing outcomes and targets
* Reviewing Individual Support Plans (ISPs)
* Reviewing Behaviour Support Plans (where appropriate)
* Discussing any referrals to external professionals

Referrals to outside agencies will always be discussed with you and require your consent.

All reports from external professionals will be shared with you and explained clearly.

If assessment and monitoring indicate that your child has a learning difficulty or disability that requires provision that is additional to or different from high-quality classroom teaching, they may be identified as having Special Educational Needs and placed on the SEND register.

This decision is based on evidence, discussion and careful review — and is always shared with parents.

Importantly, if your child makes sustained progress and no longer requires additional provision, they will not remain on the SEND register unnecessarily. We regularly review support to ensure it is proportionate and responsive.

Our commitment to you -

* You will be listened to
* Your views and aspirations for your child will shape planning
* We will communicate clearly and regularly
* Decisions will be based on evidence
* Support will be reviewed for impact
* We see supporting children with additional needs as a shared partnership between home and school

As part of the JTMAT we adhere to the policies set by the Trust. These can be found at https://jtmat.co.uk/privacy/policies. The school's anti-bullying procedure and behaviour procedure can be found under the Documents section on the Thomas Russell Infants' School's website.

At Thomas Russell Infants’ School, inclusion is embedded within everyday classroom practice. All pupils, including those with SEND, access a broad, balanced and ambitious curriculum. We have high expectations for every child and make reasonable adjustments so that pupils with additional needs can succeed within the same curriculum offer as their peers.

High-quality teaching is the first step in meeting the needs of pupils with SEND. Teachers plan lessons carefully to reduce barriers to learning and adapt teaching so that pupils can understand, engage and make progress.

Adaptations may include:

* Clear modelling and explicit instruction
* Breaking learning into small, manageable steps
* Visual supports and scaffolding
* Pre-teaching of vocabulary and key concepts
* Opportunities for repetition and overlearning
* Structured partner and group work
* Retrieval practice to strengthen memory
* Flexible grouping to provide appropriate challenge

These approaches are part of our universal provision and benefit all learners.

Potential barriers to learning are identified early through ongoing assessment, observation and discussion with parents. Teachers consider what adjustments can be made within the classroom before additional provision is introduced.

Where a pupil requires support that is additional to and different from high-quality teaching, we follow the graduated approach of Assess, Plan, Do, Review (APDR). This ensures that:

* Support is carefully targeted
* Strategies are agreed and shared with staff
* Progress is monitored
* Provision is reviewed termly for impact

Provision is adjusted based on evidence. If a pupil makes sustained progress and no longer requires additional support, they may be removed from the SEND register following discussion with parents.

Our aim is not only to support access but to develop increasing independence. Adult support is structured carefully so that pupils:

* Develop confidence and resilience
* Build self-regulation skills
* Learn strategies to manage their own learning
* Become less reliant on adult prompts over time

Support is gradually adapted to ensure pupils are learning — not simply being managed.

Classrooms are designed to be inclusive, calm and supportive. Environmental adjustments may include:

* Clear visual timetables and predictable routines
* Now/next boards
* Structured workspaces
* Flexible seating arrangements
* Reduced visual or auditory distractions where needed
* Adapted resources such as enlarged print or specialist equipment

These adjustments are normalised within classroom practice.

Where appropriate, we work closely with external agencies to ensure provision is tailored to individual needs. Recommendations are implemented consistently and monitored for impact.

For example:

* The Visual Impairment Team may advise on font size, contrast or positioning of materials.
* The Autism Inclusion Team may recommend structured routines, visual supports or sensory strategies.
* The Teacher of the Deaf may advise on seating, acoustics and communication strategies.
* Speech and Language Therapists may provide targeted programmes delivered in school.

For pupils with more complex or significant needs, an Education, Health and Care Plan (EHCP) may be in place. The provision outlined within the EHCP is delivered consistently and reviewed at least annually. Short-term targets are monitored through the Assess, Plan, Do, Review cycle to ensure ongoing progress.

At Thomas Russell Infants’ School, all pupils access a broad and ambitious curriculum. We believe that children with SEND should learn alongside their peers and be supported to succeed within the same curriculum offer, with appropriate adaptations.

High-quality teaching is the first step in meeting pupils’ needs. Teachers carefully adapt learning through:

• Clear modelling and explicit instruction
• Visual supports and scaffolding
• Chunked instructions and reduced cognitive load
• Pre-teaching and overlearning of key concepts
• Structured group work and purposeful talk
• Retrieval practice to strengthen memory

Class teachers identify potential barriers to learning early and make reasonable adjustments as part of everyday classroom practice. These adjustments are planned proactively and reviewed regularly.

Where additional support is required, this may include:

• Targeted small group interventions
• Short-term 1:1 support
• Adapted resources or equipment
• Environmental adjustments (e.g. seating, lighting, reduced distractions)

We aim to promote increasing independence. Adult support is carefully structured so that pupils develop confidence, resilience and self-regulation skills over time, rather than becoming dependent on support.

External professionals may provide specific recommendations, which are implemented consistently. For example:

• The Visual Impairment Team may advise on font size, contrast or positioning of materials.
• The Autism Inclusion Team may recommend visual timetables, now/next boards, structured routines or sensory supports.
• The Teacher of the Deaf may advise on classroom positioning, acoustics and communication strategies.

We work closely with families and external agencies to ensure that provision is personalised, evidence-informed and regularly reviewed to ensure it has impact.

Funding for pupils with SEND is used strategically to ensure that children receive the support they need to access an ambitious curriculum and make good progress.

The school receives funding through:

* The core school budget
* Notional SEND funding
* Pupil Premium (including deprivation factors and children in care)
* Additional Educational Needs (AEN) funding (where appropriate)
* Education, Health and Care Plan (EHCP) funding for individual pupils

This funding is not attached to a specific child unless part of an EHCP. Instead, it is used flexibly to meet identified needs across the school.

The Co-Headteachers and SENDCo work closely together to:

* Review pupil progress data
* Analyse emerging needs
* Evaluate the impact of current provision
* Identify where additional support or intervention is required

Funding decisions are based on:

* Evidence of need
* The level of support required
* Advice from external professionals
* The likely impact of proposed provision

Support is proportionate and regularly reviewed.

Funding may be used to provide:

* Additional adult support where appropriate
* Targeted interventions
* Specialist training for staff
* Adapted resources and equipment
* Specialist external services
* Environmental adjustments

Provision is mapped and reviewed termly through the Assess, Plan, Do, Review cycle to ensure that resources are improving outcomes and promoting independence.

The impact of SEND provision is monitored through:

* Termly pupil progress meetings
* Review of intervention data
* Evaluation of EHCP outcomes
* Learning walks and classroom observations
* Feedback from pupils and parents

Provision is adapted where it is not having the intended impact.

The Governing Body has oversight of SEND provision and funding. The designated SEND Governor works with the SENDCo to ensure that funding is used effectively and equitably.

Thomas Russell Infants' School provides a range of specialist resources to support pupils’ needs, including our Rainbow Room, which offers sensory resources and structured support for pupils who benefit from additional regulation opportunities.

All resources are deployed carefully to ensure they are supporting learning, wellbeing and increasing independence.

Decisions about support are made through a careful, evidence-informed process. We aim to provide the right support, at the right time, for the right reason.

How do we identify when additional support may be needed?

We consider a range of information, including:

* Ongoing teacher assessment
* Whole-school tracking data
* Phonics, reading and maths assessments
* Screening assessments where appropriate
* Observation of learning behaviours and social development
* Information from previous settings
* Concerns raised by parents or carers
* Advice from external professionals
* The child’s own views

A child may also tell us they are finding something difficult — we take this seriously.

Pupils whose progress is a cause for concern are monitored closely and discussed in termly pupil progress meetings between the class teacher, SENDCo and senior leaders.

What happens first?

The class teacher is responsible for the progress of all pupils in their class. Where concerns arise, the first step is to adapt teaching through high-quality, inclusive classroom strategies and reasonable adjustments.

The impact of these adjustments is monitored over time.

When is additional support introduced?

If, despite appropriate classroom adaptations, progress remains limited, further support may be introduced. Decisions about the type and level of support are made collaboratively by:

* The class teacher
* The SENDCo
* Senior leaders (where appropriate)
* Parents and carers

Support is based on:

* The level of need
* Assessment evidence
* The child’s strengths and barriers
* Advice from specialists (if involved)

Provision may include targeted interventions, small group work or time-limited 1:1 support. All provision is proportionate and reviewed regularly for impact.

If it is agreed that a child requires provision that is additional to and different from high-quality teaching over time, they may be identified as requiring SEN Support and placed on the SEND register. This decision is shared and discussed with parents.

How are parents involved?

Parents and carers are partners in all decisions. You will be:

* Informed if concerns arise
* Invited to meetings to discuss progress and next steps
* Involved in agreeing outcomes and reviewing support
* Consulted before any referral to external professionals

Your views and aspirations for your child are central to planning.

What if my child’s needs are more complex?

For a small number of pupils with significant or long-term needs, it may be appropriate to request an Education, Health and Care Needs Assessment.

This decision is based on:

* Evidence from multiple review cycles
* Assessment data over time
* Documentation of support already provided
* Advice from external professionals

The Local Authority SEND Assessment Team makes the final decision regarding whether an Education, Health and Care Plan (EHCP) is issued and determines the level of additional funding or support required. EHCPs are reviewed annually.

We are committed to ensuring that appropriate equipment, resources and environmental adjustments are in place to support pupils with SEND to access learning and develop independence.

Where possible, we make reasonable adjustments in anticipation of need. Many inclusive resources are already available within classrooms, such as:

* Visual timetables and now/next boards
* Writing slopes and pencil grips
* Enlarged text or adapted materials
* Concrete maths resources
* Sensory supports
* Structured workstations

These adjustments form part of our universal inclusive provision.

Where more specialist equipment or adaptations are required, the class teacher and SENDCo will:

* Assess the identified barrier to learning
* Seek advice from relevant professionals where necessary
* Determine what equipment or environmental adjustment is needed

Specialist resources may include:

* Equipment recommended by an Educational Psychologist
* Speech and Language resources
* Sensory or regulation equipment
* Assistive technology
* Specialist seating or positioning equipment

If resources are not already available within school, the SENDCo will source them through:

* The school SEND budget
* Additional Educational Needs (AEN) funding
* Education, Health and Care Plan (EHCP) funding (where applicable)

With parental agreement, we may access additional advice and support through:

* JTMAT Educational Psychologist
* JTMAT Speech and Language Therapist
* The SEND & Inclusion Hub
* Educational Psychology services
* Speech and Language Therapy NHS
* Staffordshire Enhanced District Inclusion Support (SEDIS)
*Burton Albion Community Trust
* The Cornerpost Education Centre
* Other relevant specialist services

Multi-agency meetings may be arranged where appropriate to ensure coordinated support.

All equipment and specialist provision are reviewed regularly to ensure they:

* Remove identified barriers to learning
* Support curriculum access
* Promote increasing independence
* Represent effective use of funding

Provision is adapted if it is not having the intended impact.

We carefully monitor the progress of all pupils to ensure they are learning well, making progress and developing increasing independence.

Progress is assessed through:

* Daily formative assessment within lessons
* Termly phonics, reading and mathematics assessments
* Observation of communication, social and emotional development
* Monitoring of engagement and independence
* Evaluation of intervention impact

The class teacher is responsible for the progress of every child in their class, including those receiving additional support.

Where a child is receiving SEN Support, progress towards agreed outcomes is recorded on their Individual Support Plan (ISP).

These plans are:

* Reviewed at least termly
* Evaluated for impact
* Adapted where necessary

During review meetings, we consider:

* Progress towards short-term targets
* Wider development (confidence, independence, wellbeing)
* Whether support should continue, change or cease

If a child makes sustained progress and no longer requires provision that is additional to and different from high-quality teaching, they may be removed from the SEND register following discussion with parents.

For pupils with an EHCP:

* Short-term outcomes are reviewed termly
* Provision is monitored regularly
* An Annual Review meeting is held to evaluate progress against longer-term outcomes

Parents are invited to attend Annual Review meetings and contribute fully to discussions about progress and next steps.

How will parents be involved?

Parents and carers are partners in reviewing progress. You will have opportunities to:

* Attend termly review meetings (if your child receives SEN Support)
* Attend parent consultation evenings
* Contribute your views to ISP and Annual Review documentation
* Arrange additional meetings with the class teacher or SENDCo at any point during the year

We welcome ongoing communication and encourage parents to raise any questions about progress promptly.

How do we measure impact?

We evaluate progress using:

* Attainment data
* Progress over time
* Reduction in identified barriers
* Increased independence
* Improved engagement and confidence
* Feedback from pupils and parents

Provision is adjusted where it is not having the intended impact.

We believe that strong partnerships between home and school make a significant difference to children’s progress and wellbeing. We are committed to working collaboratively with parents and carers to support learning both in school and at home.

If your child is receiving SEN Support, regular review meetings (ISP meetings) will take place with you and the class teacher. During these meetings we will:

* Share progress towards agreed outcomes
* Explain strategies being used in school
* Provide practical ideas to support learning at home
* Agree consistent approaches between home and school

Strategies may include support with reading, phonics, number work, communication skills, independence routines or emotional regulation.

Parent consultation meetings are held in the autumn and spring terms. These meetings provide an opportunity to:

* Discuss your child’s progress
* Ask questions about learning
* Explore how you can reinforce key skills at home

Additional meetings can be arranged at any time if you would like further support or clarification.

We also provide curriculum workshops for parents.

Where appropriate, we may also offer guidance on supporting emotional wellbeing, independence and organisation at home.

Our SENDCo, Rebecca Walker, is available for pre-arranged meetings to:

* Discuss your child’s strengths and needs
* Explain assessment information
* Explore strategies tailored to your child
* Signpost to additional support where appropriate

Appointments can be arranged via the school office:
Telephone: 01283 247930
Email: tri-office@tri.jtmat.co.uk

We encourage regular communication. If you have questions or concerns about how best to support your child, please contact the class teacher in the first instance. We aim to respond promptly and work together to ensure consistency between home and school.

We believe that children should be active participants in their learning. Wherever possible, pupils with SEND are involved in understanding their strengths, identifying their goals and reviewing their progress in an age-appropriate way.

Teachers provide regular verbal and written feedback so that children understand:

* What they have done well
* What they are working towards
* What their next steps are

Many interventions include visual tracking systems, such as charts or progress graphs, so that children can see their own improvement over time. This helps to build motivation and confidence.

Where a child is receiving SEN Support, they are supported to contribute to their Assess, Plan, Do, Review (APDR) process in ways appropriate to their age and stage of development. This may include:

* Completing a simple self-evaluation sheet
* Talking about what helps them to learn
* Identifying what they find tricky
* Sharing what they are proud of
* Helping to set or review short-term targets

Staff ensure that pupil voice is recorded and considered during review meetings.

To support independence and self-regulation we encourage pupils to:

* Reflect on their learning
* Use agreed strategies independently
* Recognise when they need help
* Develop confidence in expressing their views

Over time, we aim to help pupils take increasing ownership of their learning.

Where a child has an EHCP, they are supported to contribute to their Annual Review meeting in an appropriate format. This may include:

* Sharing a pupil voice form
* Contributing drawings or written reflections

Their views, wishes and feelings are central to the review process and help shape future planning.

We regularly evaluate the impact of SEND provision to ensure that support is improving outcomes and promoting increasing independence.

Is this support working for this child?

For pupils receiving SEN Support or an EHCP, we evaluate effectiveness through:

* Ongoing formative assessment within lessons
* Termly review of Individual Support Plan (ISP) targets
* Evaluation of intervention data
* Standardised or diagnostic assessments where appropriate
* Monitoring of engagement, confidence and independence
* Feedback from pupils and parents

We ask:

* Has progress accelerated?
* Are barriers reducing?
* Is independence increasing?
* Is the provision proportionate to need?

If provision is not having the intended impact, it is adapted or replaced.

Are our interventions effective?

We analyse:

* Entry and exit data from targeted interventions
* Phonics and reading attainment data
* Progress over time for pupils with SEND
* Patterns in need across cohorts
* Attendance and behaviour data

This helps us identify:

* Which interventions are effective
* Where adjustments are needed
* Emerging areas of need (e.g. speech and language, SEMH)

Interventions are reviewed for cost-effectiveness and impact.

SEND provision is evaluated through:

* Termly pupil progress meetings
* SEND provision mapping
* Review of EHCP outcomes
* Learning walks and classroom observations
* Staff training evaluation
* Annual SEND parent voice feedback
* Review of SEND priorities within the School Improvement Plan

The SENDCo works with senior leaders to analyse trends and ensure that provision is aligned with whole-school priorities.

The Governing Body has oversight of SEND provision and funding. The designated SEND Governor works with the SENDCo to review:

* Progress data for pupils with SEND
* The effectiveness of interventions
* Deployment of staff
* Use of SEND funding

This ensures accountability and strategic leadership.

In Early Years, children’s progress is monitored through:

* Ongoing observation
* Developmental assessment
* Termly progress reviews
* Baseline and end-of-year assessments

Support is adapted promptly where children are not making expected progress.

Our SEND provision is regularly reviewed and refined to ensure:

* High expectations for all pupils
* Evidence-informed decision-making
* Effective use of funding
* Inclusive classroom practice
* Improved long-term outcomes

Provision is changed if it is not working — we do not continue support that is not making a difference.

The safety and wellbeing of all pupils, including those with SEND, is our highest priority. Safeguarding is embedded in everyday practice across the school day.

Children are supervised at all times by trained staff, including:

* Before school
* During break and lunchtime
* During transitions between activities
* On educational visits

Staff are aware of pupils who may require additional supervision or structured support during less formal times, such as playtimes or lunchtime.

Where appropriate, we provide:

* Structured play opportunities
* Identified safe spaces
* Adult-supported social interaction
* Individual risk assessments
* Transition plans

Support is proportionate and regularly reviewed to promote increasing independence.

Risk assessments are completed for all off-site visits and activities. Where a child has additional needs, personalised risk assessments are carried out to ensure that reasonable adjustments are in place.

This may include:

* Additional adult support
* Adapted travel arrangements
* Environmental adjustments
* Medical support plans

We aim to ensure that all pupils can access trips and enrichment activities safely and inclusively.

As part of John Taylor Multi Academy Trust, we follow robust safeguarding procedures. All staff receive regular safeguarding training and understand their responsibility to protect children from harm.

We also promote:

* Positive behaviour and respectful relationships
* Clear anti-bullying procedures
* Emotional wellbeing support
* Safe reporting systems for pupils

Children are taught how to stay safe, including online safety and how to seek help if they are worried.

Class teachers welcome children at the start of the day and dismiss them at the end of the school day. This provides opportunities for informal communication.

Parents are encouraged to raise any safety concerns promptly. Additional meetings can be arranged with the class teacher, SENDCo or safeguarding lead where required.

We recognise that children learn best when they feel safe, valued and emotionally secure. Supporting social, emotional and mental health (SEMH) is central to our inclusive approach.

We promote emotional wellbeing for all pupils through:

* A consistent behaviour policy rooted in positive relationships
* Emotion coaching approaches used by staff
* The use of Zones of Regulation to develop self-awareness and self-regulation
* Circle times and structured class discussions
* Explicit teaching of social skills
* Participation in Anti-Bullying Week, World Kindness Day and other wellbeing initiatives

These approaches form part of our universal provision and benefit all children.

Where children require additional support, we offer graduated pastoral provision. This may include:

* Nurture sessions led by our Nurture Teaching Assistant
* Small group social skills work
* Structured friendship groups
* Social stories
* Adult modelling of social communication
* Time-limited 1:1 emotional regulation support

Support can be requested by teachers, the SENDCo or parents and is based on identified need.

For children receiving targeted SEMH support, we use tools such as the Boxall Profile to:

* Identify specific areas of need
* Establish a baseline
* Measure progress over time

We also evaluate impact through:

* Behaviour data
* Attendance patterns
* Pupil voice
* Parent feedback
* Observations of independence and engagement

Provision is reviewed regularly and adapted where necessary.

Concerns relating to emotional wellbeing are identified through:

* Teacher observation
* Parent discussion
* Pupil voice
* Behaviour monitoring

Where appropriate, we may seek additional advice from external professionals. Safeguarding procedures are followed where concerns indicate that a child may be vulnerable.

We actively promote independence and resilience to help children:

* Understand and name their emotions
* Develop strategies to regulate themselves
* Build positive relationships
* Develop resilience and confidence

Support is structured to promote increasing independence over time.

We are committed to ensuring that pupils with medical or personal care needs are supported safely, respectfully and inclusively so that they can access the full curriculum.

Where a child has a medical condition, we work in partnership with parents and relevant health professionals to create an Individual Healthcare Plan (IHP), where appropriate.

Healthcare plans outline:

* The child’s medical condition
* Signs and symptoms to monitor
* Medication requirements
* Emergency procedures
* Any adjustments required to support participation in school life

Care plans are shared with relevant staff and securely stored in key locations, including the school office and staff areas. All teachers receive information relating to pupils in their class.

Parents must provide written consent for the administration of medicines. Medication is stored safely and administered by trained staff in line with school policy.

Where specialist medical procedures are required, staff receive appropriate training to ensure they are competent and confident.

In the event of a medical emergency:

* A trained adult will remain with the child
* Emergency services will be contacted where necessary
* Parents/carers will be informed immediately

Procedures are regularly reviewed to ensure safety.

For children requiring regular personal care support (e.g. toileting or nappy changing), arrangements are discussed and agreed with parents in advance.

Personal care plans ensure that:

* The child’s dignity and privacy are maintained
* Staff follow agreed hygiene and safeguarding procedures
* Independence is promoted wherever possible

All personal care is carried out sensitively and respectfully.

Children with medical or personal care needs are supported to participate fully in:

* Educational visits
* Physical activity
* Enrichment opportunities

Risk assessments are completed where necessary to ensure reasonable adjustments are in place.

We work closely with parents to:

* Keep medical information up to date
* Review care plans regularly
* Ensure consistency between home and school

Parents are encouraged to contact the school promptly if there are any changes to their child’s medical needs.

We are committed to creating a safe, inclusive and supportive environment where all pupils can thrive. Our approach to behaviour and attendance is preventative, relational and proportionate.

We have clear, consistent school rules and high expectations for behaviour. These are taught explicitly and reinforced through positive relationships and restorative conversations.

All staff are trained to:

* Use consistent language and routines
* Apply emotion coaching approaches
* Recognise underlying barriers to behaviour
* Make reasonable adjustments for pupils with SEND

Behaviour incidents are recorded and monitored by senior leaders and the SENDCo to identify patterns and ensure appropriate support is in place.

Where a child experiences difficulties with behaviour, we aim to understand the underlying cause. This may include:

* Communication needs
* Sensory regulation difficulties
* Social understanding
* Emotional wellbeing needs

Support may include:

* Structured routines and visual supports
* Lunchtime inclusion support
* Calm or safe spaces
* Adult modelling of social language
* Nurture provision
* Time-limited 1:1 regulation support

Where appropriate, a Positive Behaviour Plan is created collaboratively with the pupil, parents, class teacher and SENDCo. Plans focus on identifying triggers, teaching alternative strategies and promoting independence.

We are committed to reducing the risk of suspension or exclusion wherever possible.

Before any escalation, we consider:

* Whether reasonable adjustments have been made
* Whether unmet SEND needs are contributing
* Whether additional specialist advice is required
* Whether provision needs to be adapted

We may seek advice from the SEND & Inclusion Hub or external professionals such as the Staffordshire Enhanced District Inclusion Support (SEDIS) team, Burton Albion Community Trust or Cornerpost Education Centre.

Exclusion is always a last resort and used only when all other strategies have been exhausted.

Good attendance is essential for progress and wellbeing. Attendance is monitored regularly by senior leaders.

Where attendance concerns arise, we:

* Contact parents promptly
* Explore any underlying barriers
* Consider whether SEND or wellbeing factors are contributing
* Offer support plans where appropriate

We work in partnership with families to remove barriers and improve attendance.

We work closely with parents to:

* Share concerns early
* Agree consistent approaches
* Review behaviour and attendance plans
* Celebrate improvements

Open communication is key to ensuring children feel supported both at home and at school.

Children who are looked after and have SEND are supported through a coordinated and highly individualised approach. We recognise that these pupils may have experienced additional vulnerability and require careful monitoring and strong partnership working.

The SENDCo works closely with:

* The Designated Safeguarding Lead (DSL)
* The Deputy DSL
* The Designated Teacher for Looked After Children

This ensures that educational provision, safeguarding and wellbeing are considered together.

Looked After Children (LAC) with SEND follow the Assess, Plan, Do, Review (APDR) cycle. In addition:

* SEND targets are aligned with Personal Education Plan (PEP) outcomes
* Progress is reviewed termly through PEP meetings
* Additional Pupil Premium Plus funding is used strategically to support identified needs
* Support is carefully coordinated to avoid duplication and ensure clarity.
* Multi-Agency Working

Where appropriate, the SENDCo and/or Designated Teacher attend:

* Child in Need (CIN) meetings
* Team Around the Family (TAF) meetings
* Care reviews
* Multi-agency planning meetings

This ensures that educational needs are fully represented and that provision is joined up.

We closely monitor:

* Academic progress
* Attendance and punctuality
* Social and emotional wellbeing
* Stability during transitions

Where additional needs are identified, support is adapted promptly.

Transitions are carefully planned, particularly where children move placement or school. Enhanced communication with carers and professionals helps to minimise disruption to learning.

We maintain high expectations for looked after children with SEND. Staff act as advocates to ensure:

* Barriers are identified early
* Reasonable adjustments are made
* Funding is used effectively
* The child’s voice is heard

Supporting your child is a shared responsibility. A range of professionals may be involved, depending on your child’s needs.

The class teacher has primary responsibility for your child’s progress and for ensuring access to a broad, balanced and ambitious curriculum.

They:

* Plan and deliver high-quality, inclusive teaching
* Adapt lessons to remove barriers to learning
* Monitor progress closely
* Implement agreed SEND strategies
* Liaise regularly with parents

The class teacher remains accountable for the progress of pupils with SEND, even where additional adults are involved.

The Special Educational Needs and Disabilities Coordinator (SENDCo) works strategically and operationally to support inclusion across the school.

The SENDCo:

* Advises teachers on effective strategies
* Coordinates Assess, Plan, Do, Review (APDR) cycles
* Liaises with external professionals
* Supports referrals and specialist involvement
* Monitors the impact of SEND provision
* Works with senior leaders to ensure effective use of funding

Teaching Assistants and support staff:

* Deliver targeted interventions
* Provide structured in-class support
* Model strategies and language
* Promote independence

Support is carefully planned and monitored to ensure pupils are developing increasing independence over time.

The Co-Headteachers provide strategic oversight of:

* Curriculum quality
* Behaviour and attendance
* Use of SEND funding
* Overall pupil outcomes

They work closely with the SENDCo to ensure provision is effective and equitable.

Where appropriate, and with parental agreement, external professionals may contribute to your child’s education. This may include:

* Educational Psychologists
* Speech and Language Therapists
* Autism Inclusion Team
* Sensory support services
* Health professionals

External professionals provide advice and recommendations which are implemented and reviewed by school staff.

Parents and carers are partners in their child’s education. Your views and aspirations help shape planning and provision.

Your child is also an important member of the team. We encourage pupils to understand their targets, reflect on their progress and contribute to planning in age-appropriate ways.

Our school team can be contacted through the school office on 01283 247930.

We have clear systems in place to ensure that information about pupils with SEND is shared appropriately, understood by staff and consistently implemented.

The SENDCo:

* Shares relevant reports and recommendations with class teachers
* Provides guidance notes to support implementation
* Highlights key strategies and adjustments
* Ensures that targets and provision are recorded within ISPs or EHCP documentation

All information is shared securely and in line with data protection requirements.

The class teacher remains responsible for:

* Ensuring that SEND information is reflected in planning
* Communicating relevant strategies to teaching assistants
* Monitoring that agreed adjustments are implemented consistently

Teachers are encouraged to seek clarification from the SENDCo whenever needed.

SEND information is reinforced through:

* Termly pupil progress meetings
* Provision mapping reviews
* Staff briefings
* Informal professional discussions
* Transition meetings between year groups

This ensures that staff maintain an up-to-date understanding of pupil needs.

Teaching Assistants and relevant support staff are:

* Informed of key strategies and targets
* Provided with clear guidance on their role in delivering support
* Encouraged to provide feedback on progress

Lunchtime supervisors and other relevant staff are informed where adjustments are required to ensure consistency beyond the classroom.

Staff receive ongoing training to:

* Develop understanding of specific SEND needs
* Implement evidence-informed strategies
* Promote inclusive classroom practice

Where new needs arise, targeted training or specialist advice may be sought.

When pupils move between year groups or settings, structured transition meetings ensure that SEND information is passed on clearly and accurately.

We are committed to developing and maintaining strong expertise across the school to meet the needs of pupils with SEND.

The SENDCo, Mrs Walker, holds the National Award for Special Educational Needs Coordination (NASENCo). She provides strategic oversight of SEND provision and works closely with senior leaders to ensure inclusive practice is embedded across the school.

Mrs Walker:

* Attends regular JTMAT SENDCo Network meetings
* Engages in ongoing professional development
* Liaises with external professionals
* Provides guidance and training to staff
* Monitors the impact of SEND provision

All staff receive ongoing training to ensure they can effectively support a range of needs. Recent areas of professional development have included:

* Autism and neurodiversity
* Speech, language and communication needs
* Dyslexia and specific learning difficulties
* Social, emotional and mental health (including anxiety and trauma-informed approaches)
* Behaviour support and regulation strategies
* Sensory processing needs
* Hearing impairment awareness
* Medical needs, including emergency procedures such as the use of an EpiPen

Training is delivered through:

* Whole-school CPD
* Trust-wide networks
* External specialist providers
* In-school coaching and guidance

Where additional expertise is required, we work in partnership with:

* Educational Psychologists
* Speech and Language Therapists
* Autism Inclusion Team
* Sensory Support Services
* Health professionals

Advice from specialists is used to inform staff practice and strengthen whole-school provision.

SEND expertise is not limited to one individual. Teachers, teaching assistants and support staff are supported to develop confidence and competence in inclusive practice.

Professional dialogue, coaching and regular review processes help ensure that strategies are implemented consistently and effectively.

We work in partnership with a range of external professionals to ensure that pupils with SEND receive specialist advice and coordinated support where required.

Where a child’s needs require additional expertise, referrals are made with parental agreement. Decisions are based on:

* Evidence gathered through the Assess, Plan, Do, Review process
* Progress data over time
* Observations and screening assessments
* Discussion with parents and carers

External advice is used to strengthen provision within school and inform targeted strategies.

We may work with:

* Speech and Language Therapy services
* Occupational Therapists
* Paediatricians
* Educational Psychologists
* The Hearing Impairment Team
* The Visual Impairment Team
* CAMHS (Child and Adolescent Mental Health Services)
* Families Health and Wellbeing (0–19) Service

These professionals may provide:

* Assessment and diagnostic input
* Specialist recommendations
* Targeted programmes
* Training and advice for staff

Recommendations are incorporated into classroom practice and reviewed regularly for impact.

We also work with:

* Staffordshire Enhanced District Inclusion Support (SEDIS)
* Local SEND & Inclusion Hub
* Malachi
* Action for Children
* Locality Coordinators (Staffordshire County Council)
* Safeguarding services (East Staffordshire Borough Council)

These services may support:

* Behaviour and inclusion planning
* Early help coordination
* Family support
* Multi-agency working
* Safeguarding oversight

Where appropriate, we participate in:

* Team Around the Family (TAF) meetings
* Child in Need (CIN) meetings
* Care reviews
* Multi-agency planning meetings

This ensures that educational provision is aligned with wider support for the child and family.

We evaluate the impact of external involvement through:

* Progress data
* Review meetings
* Feedback from pupils and parents
* Evaluation of recommended strategies

If advice is not having the intended impact, provision is adapted.

We encourage open and regular communication between home and school.

Your child’s class teacher is usually the first point of contact for any questions or concerns about:

* Learning and progress
* Behaviour or wellbeing
* Classroom strategies
* Day-to-day issues

You can speak to the class teacher at the end of the school day (where appropriate) or arrange a meeting through the school office.

Telephone: 01283 247930
Email: tri-office@tri.jtmat.co.uk

If your concern relates specifically to SEND provision or you would like further discussion after speaking with the class teacher, you may request a meeting with the SENDCo.

The SENDCo works closely with teachers and senior leaders and is happy to discuss:

* Assessment and progress
* External referrals
* Support plans (ISP or EHCP)
* Specialist advice

Appointments can be arranged via the school office.

If you feel that your concern has not been resolved, you may contact the Co-Headteachers through the school office. Our aim is always to resolve concerns promptly and collaboratively.

The SENDCo at Thomas Russell Infants’ School is:

Mrs Rebecca Walker
National Award for SEN Coordination (NASENCo)

The SENDCo is responsible for:

* Overseeing SEND provision across the school
* Supporting teachers with inclusive practice
* Coordinating the Assess, Plan, Do, Review process
* Liaising with external professionals
* Working in partnership with parents and carers

If you would like to speak to the SENDCo, please contact the school office to arrange an appointment:
Telephone: 01283 247930
Email: tri-office@tri.jtmat.co.uk

We are happy to arrange a meeting at a mutually convenient time.

The Governing Body provides strategic oversight and holds school leaders to account for the quality and effectiveness of SEND provision.

Governors do not manage day-to-day provision but ensure that:

* Statutory duties are met
* Funding is used appropriately
* Provision is effective and equitable
* Outcomes for pupils with SEND are monitored

Our SEND Governor is Mrs Turrell.

Her role is to:

* Meet regularly with the SENDCo
* Review SEND provision and priorities
* Monitor the impact of SEND funding
* Discuss progress data for pupils with SEND
* Provide appropriate support and challenge
* Report back to the Governing Body

This ensures independent oversight and accountability.

Mrs Turrell also serves as:

* Looked After Children (LAC) Governor
* Pupil Premium Governor

This supports joined-up monitoring of:

* SEND provision
* Pupil Premium funding
* Pupil Premium Plus (for looked after children)
* Outcomes for vulnerable groups

Mrs Burton and Mrs Moore, the Co-Headteachers, are the Designated Teachers for Looked After Children. They work closely with the SENDCo to ensure that educational provision, safeguarding and wellbeing are aligned.

We believe that every child should feel heard, valued and involved in decisions about their learning and school experience.

Children are supported to:

* Share what helps them to learn
* Identify what they find challenging
* Reflect on their progress
* Suggest strategies that work for them

Teachers use discussion, visual prompts and structured reflection activities to ensure children can express their views in age-appropriate ways.

Where a child is receiving SEN Support or has an EHCP, they are encouraged to contribute to:

* Their Individual Support Plan (ISP) targets
* Self-evaluation sheets
* Termly review discussions
* Annual Review meetings (where appropriate)

Their views, wishes and feelings are recorded and considered when planning provision.

The SENDCo undertakes pupil voice activities with pupils with SEND to gather feedback about:

* The support they receive
* How safe and included they feel
* What could be improved

This feedback informs future planning.

All pupils, including those with SEND, are encouraged and supported to take part in:

* School Council elections
* Roles of responsibility (e.g. team captain)
* Clubs and enrichment activities
* Whole-school events

Reasonable adjustments are made where necessary to ensure equitable participation.

We aim to help pupils develop confidence in:

* Expressing their views
* Asking for help when needed
* Understanding their strengths
* Building independence over time

We value parents and carers as partners in school life and encourage active involvement in a range of ways.

Parents are welcome to:

* Volunteer in school (subject to safeguarding checks)
* Support school events and activities
* Attend curriculum workshops and information sessions
* Join the Parent Teacher Association (PTA)
* Participate in parent voice surveys

We aim to create an inclusive environment where all families feel welcomed and valued.

Parents can become involved in school governance by standing for election as a Parent Governor when vacancies arise.

Parent Governors:

* Represent the views of parents
* Provide strategic oversight
* Support and challenge school leaders
* Help ensure accountability

Information about Governor vacancies and the nomination process is shared with parents when positions become available.

We actively seek parent feedback through:

* SEND parent voice activities
* Parent consultation evenings
* Informal discussions
* Surveys

This feedback informs school improvement and SEND provision.

We recognise that supporting a child often means supporting the whole family. We work in partnership with families to provide guidance, early help and practical support where needed.

Where families would benefit from additional support, we can:

* Refer to Malachi (early help services)
* Work with external family support agencies
* Coordinate Team Around the Family (TAF) meetings
* Liaise with Locality Coordinators and support services

We use tools such as the Outcome Star to identify strengths, explore areas of need and plan supportive next steps with families.

We can offer support with:

* Completing forms (e.g. DLA, EHCP paperwork, referral forms)
* Accessing community services
* Understanding reports from professionals
* Navigating SEND processes

Support can be accessed through the school office or by arranging a meeting with the SENDCo.

If there are concerns relating to wellbeing, attendance or safeguarding, we work sensitively with families to:

* Identify barriers
* Provide early support
* Access specialist services where appropriate

Our aim is to offer timely help before difficulties escalate.

We encourage families to contact the school if they are experiencing challenges that may affect their child’s learning or wellbeing. We aim to respond promptly and work collaboratively to find supportive solutions.

We are committed to ensuring that all pupils, including those with SEND, have full access to enrichment activities, educational visits and extended school provision.

All pupils are included in school trips and off-site visits. We complete risk assessments for every visit and make reasonable adjustments where necessary to ensure safety and inclusion.

Adjustments may include:

* Additional adult support
* Adapted transport arrangements
* Environmental adjustments
* Modified activities
* Pre-visits or visual preparation
* Medical or personal care planning

Where appropriate, individual risk assessments are created in consultation with parents and relevant professionals.

Our aim is for pupils with SEND to participate alongside their peers wherever possible.

Thomas Russell Infants’ School offers:

* Badgers (before and after school care) - external provider
* A range of school clubs
* Holiday provision through Active Learning Sports

We work with providers to ensure activities are inclusive and accessible. Providers are expected to make reasonable adjustments and share relevant safeguarding and inclusion policies.

Where necessary:

* Staff may contact parents in advance to discuss individual needs
* Strategies and adjustments are shared with club leaders
* Support is planned to promote participation and independence

We monitor participation in clubs and visits to ensure that pupils with SEND are not disadvantaged or excluded from wider school life.

Where barriers are identified, we work proactively to remove them.

We value parental input when planning visits or extended activities. Parents are encouraged to share information that will help us ensure a safe and positive experience.

Thomas Russell Infants’ School is committed to ensuring that the physical environment is accessible to all pupils, parents and visitors.

The school consists of one main building and two additional classrooms. All areas are accessible to wheelchair users.

We provide:

* Step-free access to classrooms and main facilities
* A disabled toilet and changing facility
* Accessible entrance routes
* A designated disabled parking space
* Drop-off and collection access near the main entrance

Where a pupil requires specific adaptations, we make reasonable adjustments to ensure safe access to learning and school life.

This may include:

* Adjusted classroom layouts
* Specialist seating or equipment
* Adapted workstations
* Individual risk assessments
* Access planning for trips and events

We work with external professionals where appropriate to ensure that the physical environment supports individual needs.

The school maintains and reviews its Accessibility Plan in line with statutory requirements. This plan outlines how we:

* Improve access to the curriculum
* Improve the physical environment
* Improve the availability of information for pupils with disabilities

Accessibility is reviewed regularly to ensure compliance and continuous improvement.

We are committed to creating an inclusive environment where all pupils feel safe, supported and able to access learning.

Accessibility at Thomas Russell Infants’ School includes physical, sensory, communication and emotional aspects of the environment.

We have a dedicated Sensory Room (the Rainbow Room), which provides structured support for pupils who benefit from additional regulation opportunities.

Where appropriate:

* A sensory checklist may be completed to identify individual sensory needs
* Environmental adaptations are made to reduce barriers
* Strategies are reviewed regularly for impact
* Adjustments may include reduced visual distraction, adapted lighting, movement breaks or access to sensory equipment.

Classrooms are designed to be calm, predictable and structured. This includes:

* Clear visual timetables
* Consistent routines
* Clearly labelled resources
* Structured workspaces
* Flexible seating arrangements
* Visual supports to aid understanding

These features support pupils with SEND and benefit all learners.

We ensure that information is accessible by:

* Using visual supports
* Simplifying and chunking instructions
* Providing written or visual reinforcement where needed
* Making reasonable adjustments for pupils with sensory impairments
* Information for parents can be explained in meetings where required.

We aim to create an emotionally safe environment through:

* Consistent adult responses
* Positive behaviour approaches
* Clear expectations
* Access to nurture and regulation support

The school maintains an Accessibility Procedure in line with statutory requirements and Trust policies. This outlines how we continue to improve:

* Access to the curriculum
* The physical environment
* The availability of information

Accessibility is reviewed regularly as part of our ongoing school improvement work.

We are committed to ensuring that communication with pupils and families is clear, accessible and inclusive.

We use a range of methods to communicate with families, including:

* Face-to-face meetings
* Telephone calls
* Emails
* Newsletters
* The school website
* Tapestry

Where appropriate, additional meetings can be arranged to ensure information is fully understood.

Where parents require support with English, we can:

* Arrange a translator for meetings
* Use translation tools to support written communication
* Provide additional time during discussions to ensure clarity

For complex discussions (e.g. SEND reviews or safeguarding matters), we prioritise professional interpretation to ensure accuracy and understanding.

We aim to make information accessible by:

* Explaining reports and paperwork in person where required
* Using clear, jargon-free language
* Providing visual supports where helpful
* Offering additional opportunities for questions

Where a parent has a disability that affects communication, we make reasonable adjustments to ensure full access to information.

Within school, we support inclusive communication through:

* Visual timetables
* Now/next boards
* Simplified and chunked instructions
* Visual prompts and symbols where appropriate
* Emotion coaching approaches

This ensures that pupils can understand expectations and express their needs.

We warmly welcome enquiries from parents and carers considering Thomas Russell Infants’ School for their child.

Our Admissions Policy is available on the school website, as well as through the link below, and outlines the statutory admissions process.

For general admissions enquiries, please contact the school office:

Email: tri-office@tri.jtmat.co.uk

Telephone: 01283 247930

If your child has additional needs or you would like to discuss support prior to admission, we encourage you to contact the school so that we can:

* Arrange a meeting with the class teacher and/or SENDCo
* Discuss your child’s strengths and needs
* Review any existing reports or plans
* Plan for a smooth transition

We may also liaise with:

* Nurseries or previous schools
* External professionals
* The Local Authority (where applicable)

Our aim is to ensure that appropriate provision and reasonable adjustments are planned in advance of your child starting.

We warmly welcome parents and carers to visit Thomas Russell Infants’ School.

We hold open days and information events throughout the year, where families can:

* Meet staff
* Tour the school
* Learn about our curriculum and inclusive approach
* Ask questions about provision

Details of these events are shared via the school website and newsletters.

If you would like to arrange an individual visit, please contact the school office:

Email: tri-office@tri.jtmat.co.uk

Telephone: 01283 247930

We are happy to arrange visits at a mutually convenient time.

If your child has additional needs, we encourage you to let us know in advance so that we can:

* Arrange time to speak with the SENDCo
* Discuss your child’s strengths and needs
* Explore how we can support a smooth transition
* Answer any specific questions you may have

Our aim is to ensure that families feel informed, welcomed and confident about joining our school community.

We recognise that transitions can be significant moments in a child’s education. We plan transitions carefully to ensure that pupils feel secure, confident and well-prepared.

For children joining our school, we offer:

* Transition meetings with parents and carers
* Visits to the setting
* Opportunities to meet key adults
* Liaison with nurseries or previous settings
* Review of existing reports, plans or professional advice

Where a child has SEND, enhanced transition arrangements may include:

* Meetings with the SENDCo prior to admission
* Additional visits
* Visual supports or transition booklets
* Individual risk assessments (where appropriate)
* Multi-agency meetings

Our aim is to ensure that appropriate provision and reasonable adjustments are in place from the start.

When pupils are moving year groups, information about pupils with SEND is shared carefully between teachers during structured transition meetings.

This includes:

* Review of APDR plans and current targets
* Discussion of effective strategies
* Overview of external professional advice
* Consideration of pastoral and wellbeing needs

This ensures continuity of support.

For the transition to Thomas Russell Junior School, during the summer term of Year 2:

* A review meeting is held for pupils receiving SEN Support
* The SENDCo from Thomas Russell Junior School is invited to attend
* Updated assessment data and support plans are shared

For pupils moving to other settings, relevant information — including data, ISPs, EHCP documentation and professional reports — is transferred securely.

Enhanced transition arrangements may include:

* Additional visits
* Meetings with receiving staff
* Pupil voice activities
* Gradual transition programmes

We support pupils to prepare emotionally for change by:

* Discussing new routines and expectations
* Using social stories where appropriate
* Encouraging pupils to share any worries
* Promoting increasing independence

In addition to the support available within school, there are independent services that can offer advice, guidance and information to families of children with SEND.

Staffordshire SENDIASS Family Partnership provides free, impartial and confidential advice to parents and carers of children and young people with SEND.

They can support with:

* Understanding SEND processes
* EHCP applications and reviews
* Your rights under the SEND Code of Practice
* Preparing for meetings
* Resolving disagreements

SENDIASS is independent of the school and Local Authority.

Staffordshire Connects is the Local Authority’s online directory of services for children and young people with SEND and their families.

It provides information about:

* Education provision
* Health services
* Social care support
* Community groups and activities
* Early help services
* Post-16 pathways

If you are unsure which service may be appropriate, the SENDCo or school office can help guide you to relevant support.

Updated: 2 March 2026

To be reviewed by: 2 March 2027

We aim to resolve concerns quickly, openly and collaboratively. Most concerns can be addressed through discussion.

Step 1: Speak to the Class Teacher

In the first instance, please contact your child’s class teacher to discuss your concern. Many issues can be resolved informally through clarification and shared understanding.

You can arrange a meeting via the school office.

Step 2: Contact the SENDCo

If your concern relates specifically to SEND provision, or if the issue is not resolved following discussion with the class teacher, you may request a meeting with the SENDCo.

The SENDCo will:

* Review the concern
* Consider relevant documentation
* Discuss possible next steps
* Agree actions where appropriate

Step 3: Contact the Co-Headteachers

If you remain dissatisfied, you may contact Mrs Burton or Mrs Moore, the Co-Headteachers, through the school office.

They will review the matter in line with the school’s complaints procedure.

Step 4: Formal Complaint

If the issue cannot be resolved informally, parents/carers may follow the school’s formal complaints procedure. This may include contacting the Chair of Governors, Mr Tim Hopkins.

Details of the full complaints procedure can be found using the link below.

We are committed to:

* Listening carefully to concerns
* Responding promptly
* Working in partnership
* Following a fair and transparent process

We encourage parents to raise concerns early so that they can be resolved as quickly as possible.