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Special Educational Needs 2016 - 17 (SEND)

SEND Certificate

SEND Certificate 1

Stoke Primary School

Briton Road, Coventry, CV2 4LF

Telephone: 024 7645 1724


Special Educational Needs & Disabilities (SEND) Information Report 2016 – 2017 (Updated September 2016)

This document was written in collaboration with Parents and is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with SEN, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.


General Statement

Stoke Primary School is a two form entry mainstream primary school.  It is a vibrant, multi-cultural school with delightful pupils and an enthusiastic and committed staff who have high aspirations for all children.  We are committed to safeguarding and promoting the welfare of children and expect all staff to share this commitment.  


We provide a fully inclusive main stream primary provision, our aim being to help children aspire and achieve their potential academically, personally, socially and emotionally in all areas of the curriculum regardless of their gender, ethnicity, social background, religion, sexual identify, physical ability or educational needs.


Children who have a Special Educational Need and/or Disability (SEND) are expected to make outstanding progress.  Outlined below are the ways in which Stoke Primary School supports all of our pupils including those with Special Education Needs and Disabilities (SEND) in order that they realise their full potential.  This Information report has been produced in consultation with parents.


Please be mindful that the support given to children at Stoke Primary School may change.  Please check with your class teacher or the SENCO if you have a question about your child’s learning.


Key Contact (SENCO)

Mrs. Anke Brooker

Mr. Joseph Jennings - Deputy Head Teacher (Inclusion)

Stoke Primary School Primary School

024 7645 1724



Link Governors

Chair of Governors- Mr. S. Quarterman

Inclusion Governor – Mrs Tina Connolly


The kinds of special needs for which provision is made at the school.

Stoke Primary School makes provisions for children who have difficulties with:

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory and/or physical including:
  • Autism Spectrum Disorder (ASD)
  • Hearing Difficulties
  • Dyslexia, Dyspraxia


We acknowledge that individual children often have needs that cut across all these areas and their needs may change over time.

Stoke Primary School is single level access.  We have a hygiene suite to cater for children with physical needs.

Information about the school’s policy for the identification of pupils with SEND

There are two ways in which we identify pupils with SEND at Stoke Primary:


1. Our open door policy means that staff or parents can come at any time to raise concerns about a child or children.


2. The progress of children at Stoke Primary School is monitored by class teachers on a day-to-day basis and will report on this to senior leaders half termly.  A meeting between class teachers and the Deputy Head is then held to examine the progress of individual children.  If a child is making inadequate progress despite high-quality teaching (this will be monitored by school leaders), the class teacher, working with the SENCO and parents, may decide that they require SEND support and may be placed on the SEND register.  Once a potential special educational need is identified, four types of action will be taken to put effective support in place – Assess, Plan, Do, Review – this is the graduated approach called SEND Support.[1]


Stoke Primary School has a whole-school graduated approach to supporting children with SEND.  We operate the following 3 ‘Waves’ of support:


WAVE 1: Quality First Teaching for all children (universal provision) 

Every teacher is responsible and accountable for all children within their care, and will provide quality first teaching for all pupils.  This means that our teachers will use a variety of different ways to help your child learn best, which is an entitlement for all of our children to enable them to achieve well.  High quality teaching is the first step in responding to pupils who have or may have SEND.  Additional intervention and support cannot compensate for a lack of good quality teaching


WAVE 2:  SEN Support

Where a child is not making adequate progress despite Wave 1 provision, they may be placed on the SEN Register and receive SEND Support which is additional to and different from the support which other children may receive. This may could include:

  1. Different strategies and approaches used by the class teacher, for example further differentiation;
  2. SEND provision, for example
  • Additional targeted small group or individual support
  • Specific evidence based intervention programmes e.g. phonics, number, reading
  • Extra in-class adult support
  • Additional behaviour/emotional/social support
  • Training for staff on how to help children with particular needs

At Wave 2, class teachers will identify a child’s support on a Provision Map


Wave 3 – Specialist SEN Support

If a child continues to make little or no progress, despite well-founded support that is matched to the child’s area of need, specialist outside agencies may be commissioned to carry out formal assessments, offer advice, and provide targets for staff and parents to follow to support the children. Parents must provide consent for such referrals to be made. 

An SEND Support Plan will be written for children at this stage, which will set up a specific programme of support for a child


Education, Health and Care Plans (EHCPs)

Where a child continues to make little or no progress despite the previous steps being taken, it may be necessary to request for them to have an Education, Health and Care Plan (EHCP)[2].  These are reviewed at least annually with all agencies involved with the child invited to attend the meeting.


As soon as a child’s SEND has been identified, we will contact parents promptly and invite them to come into school to discuss plans to help their child make better progress.  At this meeting it may be decided that we place a child on the SEND register under the category of SEND Support (Wave 2 or Wave 3).


SEND Policy

Our SEND policy/Inclusion Policy will give you the information you need about how we make provision for all pupils with SEND.

Please ask at the school office for a copy of the school’s policy on Inclusion or click here.

If you would like to discuss our SEND provision or find out more, please contact our SENCO.

Information about the school’s policy for the assessment of pupils with SEND

Stoke Primary School uses the following assessment strategies to plan for the provision of children with SEND:

  • Ongoing assessment through teaching and marking of children’s work
  • Formal termly assessments
  • End of Key Stage tests (SATs)
  • Phonics Screening (Years 1 and 2)
  • School tracking systems (see assessment and tracking policy)
  • Basic skills checks
  • Language screening (WELLCOMM in Reception and Language Link in Key Stage 1)
  • Formal assessments (including BPVS screen) from outside agencies if additional support is requested from school and/or parents (parents have to give their consent).


Information about your child’s progress will be provided by the class teacher through:

  • Verbal conversations during informal entry and end of day
  • Parents Consultation meetings (3 per year)
  • Written termly reports


Information on how we consult with parents

From September 2014, all SEND children will be invited to attend an extended consultation meeting 3 times a year (Autumn, Spring and Summer).  The meeting will last for up to 30 minutes and aims to find ways to remove any barriers to a child’s learning by;

  • reviewing progress towards their targets
  • setting clear goals
  • discussing the activities and support that will help achieve them
  • identifying the responsibilities of the parent, the child and the school.

Typically, parents, children and class teachers will be involved in these meetings.  Information will be recorded in a written report and given to parents.


If your child receives support from outside agencies, you may be invited to attend an additional meeting with the SENCO, class teachers (where possible) and the professional(s) involved with your child.  Information will be recorded in an SEN Support Plan and copies will be given to parents. 


In addition, parents can contact the SENCO directly through the open door policy.

Parents can also speak directly with the class teacher during informal entry at the start of the school day at 8:40am, who may then arrange for another meeting to discuss in more detail the concerns.


Information on how we consult with children

From September 2014, children will be invited to be part of the extended consultation meeting.

Children can also discuss their concerns with any member of staff who they feel comfortable speaking with.  Following this, staff will follow the procedures for the identification of children who may require additional SEN support.

How the school reviews progress towards outcomes and the effectiveness

of provision.

Teachers at Stoke Primary School continually monitor all children’s progress, typically though;

  • observation,
  • marking,
  • questioning,
  • discussion with staff, parents and child,
  • tracking progress data   

Progress is reviewed more formally every term and you will be informed whether your child is working at, above or below expectations in reading, writing and maths. 

Stoke Primary School has a robust system of reviewing provision each half term. These include:


a) Termly parent / teacher consultation meetings (including extended consultation meetings and meetings with outside agencies for SEND children)

b) PPA sessions – staff meet on a weekly basis to discuss, plan and prepare for the provision of the children for the next week. This may include focused discussions around particular children.

c) Analysis of data and tracking – Members of the Senior Leadership Team (SLT) rigorously analyse progress data and identify vulnerable groups of children.   

d) Half-termly Pupil Progress Meetings – class teachers meet with the Deputy Head to discuss children’s progress against targets, concerns and identify needs.   

e) Provision Maps – staff devise provision maps which show the interventions/support the children will be receiving for the upcoming half term.

f) Work Scrutinies and Learning Walks – members of the leadership team look at work and teaching and learning to monitor progress over time.

g) Lesson Observations – monitoring of teaching and learning within the classroom environment.



If your child has a statement of SEND or EHC Plan, their progress is formally reviewed at an Annual Review meeting between your child and all adults involved with their education, health and care.


Activities that are available for pupils with SEND

Stoke Primary School provides a wide range of activities to inspire children to achieve and realise their ambitions and potential.

The following clubs and activities are available to all pupils, including those with SEND, however places are often limited and are given on a first-come-first served basis;



  • Daily Breakfast Club from 8.15 until 8.40 – Years 1-6


LUNCHTIME & AFTER SCHOOL (correct as of September 2016)




Year Groups




Lunchtime Club

Years 4-6

3:30 - 4:30

12:30 – 1:00




Craft Club

Glee Club


School Choir

Years 3 & 4


KS1 & KS2



3:30 - 4:30

3:30 - 4:30

3:30 - 4:30

12:00 – 12:30

12:30 – 1:10


Ball Skills

Dance Club

Lunchtime Club

Guitar Tuition

Years 5 & 6


KS1 & KS2


3:15 - 4:15

3:30 - 4:30

12:15 - 1:10




School Choir

Homework Club

Games Club

Years 2,3 and 4



Years 3 & 4

3:30 - 4:30

12:30 - 1:10

12:30 - 1:10

3:15 - 4:00


Lunchtime Club

KS1 & KS2

12:15 – 1:10


Please note, clubs may change and vary on a half termly basis depending upon need.  Please contact the school office or see newsletters for an up-to-date list of clubs.


The following activities are more targeted towards children with SEND upon referral;

  • Learning Mentor Support
  • Social Skills groups, including Lego Therapy
  • Counselling Services
  • Play therapy
  • 1:1 tuition

The school’s approach to teaching and learning

All children have access to Quality First Teaching delivered by class teachers, who have the highest possible expectations for all children. 


Work and tasks are differentiated to match the needs of the child. Children are grouped according to their needs so teachers can plan teaching and learning which addresses their needs. The teaching is based on building on what your child already knows, can do and can understand. There are many different ways of teaching and the teaching staff will ensure your child is fully involved, which may involve practical learning or different resources which have been adapted for your child.


If children are still finding it challenging to understand and make progress with the curriculum, additional support, known as interventions, are arranged through the identification processes listed earlier.  Additional support delivers focused and targeted interventions through small group or 1:1 work, which typically take place outside of the classroom in one of our ‘learning pods’. 


Dependent upon the provision, this will be delivered by our team of Teachers, HLTAs, Learning Support Assistants and Outside Agencies. 

There is more information about the school curriculum on our website at http://www.stoke.coventry.sch.uk

Staff expertise and training


Stoke Primary School is dedicated to making sure teachers have access to continuing professional development (CPD).  We have a school development plan that includes identified training needs for all staff to improve teaching and learning of children including those with SEND.  This includes whole school training on SEND issues or bespoke training sessions for staff with particular needs within their year group.  Staff training allows us to share knowledge, strategies and experience and ensure consistency to the school’s approach for children with SEND.


The following staff have had specialist training to support in the teaching and learning of children with SEND:

Staff Member

Training / Award

Mrs. A. Marrs (Headteacher)

Safeguarding Level 3


Mr. R. Davies (Deputy Head Inclusion)

AfA – SEND anti bullying project

Safeguarding Level 3

Mrs. H. Sagoo (LSA)

Speech Link Specialist

Level 3 City & Guilds in Speech and Language

Miss. N. Younis (LSA)

Mrs. J. Wootton (LSA)

Level 3 City & Guilds in Speech and Language

Sue Fletcher

Mary Mann

WELCOMM training


Mrs. V. Noone (Assistant Head)

Lead Assessor


Mrs. C. Homer (LSA)

Precision Teaching


Miss. R. Fenlon (Learning Mentor)

Working Therapeutically with children

CAF / Ecaf

Mrs. M. Rowland (Learning Mentor)

Working Therapeutically with children

CAF / Ecaf

Mrs. C. Monkton-Bull (Family Support Worker)

Safeguarding Level 3

CAF / Ecaf

Miss. K.Joyce (LSA)

3 day ASD training block through CPA (Educational Psychology)

Mrs. M. Burns (HLTA)

HLTA Qualification

Project X reading intervention

Fresh Start English intervention

1st Class at Number maths intervention

Mr F. Delaney

Qualified Teacher Status


All LSA’s

1 day TEACCH Autism Programme training

NVQ Level 3

Basic First Aid

Precision Teaching

All Staff

Team Teach (positive handling)

Inclusion Development Programme (IDP) – Autism, BESD, SLCN, Dyslexia

Protective Behaviours (PSHE)

Peacemakers (PSHE)

ADHD Training (via Becaon)


Improving emotional and social development

At Stoke Primary School we provide weekly Personal, Social & Health Education (PSHE) sessions to all pupils.  Teachers make use of materials such as ‘Peacemakers’, ‘SEAL’ and ‘Protective Behaviours’ alongside Circle Time activities, which all work to improve children’s emotional and social development.


As part of the school staff, we have a team of 1 Family Support Worker and 2 Learning Mentors who support families and children by providing advice, support and nurturing opportunities.


We also have a close relationship with the Children and Family First Team, who focus on children and families with poor attendance (below 85%).

For children with specific Social, Mental or Emotional health difficulties we

may ask parents’ permission for support, advice and guidance from some of the following specialists;

  • Educational Psychology Service (EPS);
  • Learning and Welfare Support Service (LAWSS);
  • Coventry Interaction (including Autism) Support Service (CIASS);
  • CAMHS (including REACH & Journeys);
  • School’s independent Counsellor;
  • Integrated Primary Mental Health Service (IPMHS)
  • School Nursing Service.

Outside Agency Support

We access support from some of the following outside agencies



Local Authority Educational Psychologist Service (EPS)

Coventry Interaction Autism Support Service (CIASS)

Learning and Welfare Support Service (LAWSS)

Pre-School Education Service (Nursery only)

Local Authority Access and Technology Service

Looked After Children in Education Service (LACES)

Minority Group Support Services (MGSS)

Speech and language outreach service



Speech and Language Therapist (based in school)

School Nursing Service

Children’s Occupational Therapy & Physiotherapy Service

Sensory and Physical Support Service

Child & Adolescent Mental Health Service (CAMHS)

School’s counsellor

Integrated Primary Mental Health Service (IPMHS)

Speech and language outreach service



Social Care

Referral & Assessment Service (RAS)

Children and Family First Team

Social Workers

Minority Group Support Services (MGSS)


Information about equipment and facilities to support children with SEND

It is the school’s duty to provide help and services and as such, we work alongside outside agencies such as Occupational Therapy, Physiotherapy, Sensory and Physical Support Service to meet the needs of children with SEND. 


The Local Authority provides some specialist equipment, for example wheelchairs, standing frames etc. when prescribed by a health professionals and the school will support in arranging this equipment.

We have a hygiene suite installed to cater for specific physical needs. 

Accessibility / Single Equality Plan

Our school meets the duties outlined in the Equality Act 2010 towards individual disabled children and young people. We endeavor to make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them from substantial disadvantage.  Provision is put in place to ensure all children can access all activities including school trips (including residential), swimming and Physical Education. The school has a Single Equality Plan, which outlines our commitment to ensuring how pupils with aspects of vulnerability, including SEND, will be protected in our school from harassment and discrimination.

Thought is given in advance to what disabled children and young people and adults at school might require and what adjustments might need to be made to prevent disadvantage.

The school site is wheelchair accessible via all entrances and the building is on one level.  We have a hygiene suite with a changing bed, shower and accessible toilet facility. The school car park has an identified Disabled Access parking space and has recently built outside storage facilities to ensure specialist equipment can be secured. 

The school is part of the Achievement for All project, which aims to raise aspirations and improve the achievement of ALL pupils, but particularly those facing barriers to their learning.


Parental Support

If you require support please contact:


SEND Information, Advice and Support Service (IASS) - formerly Parent Partnership Service

Open Mon - Thurs 9.00am - 5.00pm. Fri - 9.00am - 4.30pm

Email: IASS@coventry.gov.uk

Tel: 024 7669 4307

Fax: 024 7669 5627

Visit: http://www.coventry.gov.uk/iass

Limbrick Wood Centre
Thomas Naul Croft
Tile Hill


The following websites also provide useful support for parents;

Triple P (Positive parenting partnership): http://www.triplepparenting.net/glo-en/home/


Triple P Stepping Stones (for children with disabilities): http://www.triplep-steppingstones.net/au-en/home


National autism society:  www.autism.org.uk/


National dyslexia society:   www.bdadyslexia.org.uk

School’s arrangements for supporting transition

Transition arrangements begin at the earliest opportunity.  Children and their families are welcomed into school by the Assistant Head with responsibility for transition, who will hold a meeting to establish a child’s specific education, health or care needs.   


To support transition from KS2 to KS3 (years 6 to 7), Stoke Primary offer transition workshops to support SEND children. We also use the LAWSS Transition Team, who provide additional support for vulnerable children. 

The SENCO and class teachers will meet with a member of staff from the receiving schools to discuss children’s needs and the provision which has been put into place in the current setting.  Children with SEND are encouraged to attend after school workshops at the feeder school in order to familiarise themselves.   


For children in the Early Years, the EYFS Leader will visit the children in their current setting to establish any areas of need.


In the Summer Term, all children have the opportunity to spend the day with their new class teacher.  Teachers hold a transition meeting between to pass on information about all of the children and in particular those with SEND.

For some children, transition can be an extremely challenging time and so teachers will follow a carefully structured transition plan to support them in this.  

Additional Material

For a full glossary of terms, please visit; http://www.coventry.gov.uk/info/10/special_educational_needs-inclusion_and_support_services/2214/special_educational_needs_and_disability_glossary/37 

Local Authority

Local Offer

The Coventry Local Offer website has information about the services that are available.

Please click HERE

Complaint Procedure

If you are not happy with your child’s learning and/or progress you should talk directly to the Class Teacher in the first instance. 

If you feel your issues are still not fully resolved, you should speak with the Assistant Headteacher responsible for the phase, who may involve the Deputy Headteacher / SENCO.

If your complaint isn’t resolved by following the above procedure, you should then request a meeting with the Headteacher. If this still doesn’t resolve your complaint you can contact the Chair of Governors, Mr S. Quarterman.