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SEND Information

Bollin Primary School is committed to improving life chances, as well as meeting the needs of children

with Special Educational Needs and Disabilities (SEND). The purpose of this policy is to provide

information about the procedures, provision and support on offer for pupils with SEND and their families.


Please do not hesitate to contact our Inclusion Leader Miss Robinson if you need help or advice.


The term 'special educational needs' has a legal definition, referring to children who have learning  

difficultiesor disabilities that make it harder for them to learn than most children of the same age.  

It covers a wide range of needs - literacy, numeracy and other cognition, behavioural, social

and emotional, communication and interaction and physical/sensory skills, including visual  

and hearing impairments.Many children will have special needs of some kind at some time

during their education.


The SEN Code of Practice states that children have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children
  • of the same age; or have a disability which prevents or hinders them from making
  • use of educational facilities of a kind generally provided for children of the same age
  • in schools within the area of the local education authority are under compulsory school
  • age and fall within the definition at (1) or (2) above or would so do if special
  • educational provision was not made for them.

Some of the children who join us have already been in early education and their needs may have

already been assessed but in order to build upon their prior learning we ensure that all children are

assessed on entry to our school. This information is used to provide starting points for the development

of an appropriate curriculum for all of our children.


School Action

If, through our assessments, we conclude that a child is not making adequate progress and feel

that the child may have learning difficulties they will be provided with a level of support called

'School Action'. At this stage the child's class teacher will offer interventions and will keep parents

or carers informed and may request additional information from them. The Leader of Inclusive Education

(who acts as SENCO) may become involved if the teacher and parents/carers feel that the child requires

further support. The strategies used to enable a child to progress will be recorded in a Pupil profile,

showing the short term target, planned outcomes and review dates.


School Action Plus

Sometimes the Pupil profile review indicates that an enhanced level of support is needed, called

'School Action Plus' where external support services advise teachers on new specialist strategies

and learning materials - parents/carers are consulted prior to any action taken and the extra support

is usually implemented within the child's normal classroom setting.


Statutory Assessment/ ECH

Following the implementation of a range of strategies over a reasonable period of time, if a child

continues to demonstrate significant cause for concern, a request for statutory assessment of

special educational needs will be made to the Local Education Authority and a range of written

evidence about the child will support the request.If successful,your child may receive additional support in school.