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SEN and Inclusion

All children are welcomed and included at Priory Primary School. We value each individual and believe that the purpose of education is to challenge all children to achieve their fullest intellectual, social, emotional, physical, spiritual, cultural and moral development.

We endeavour to achieve maximum inclusion of all children (including all learners who may or may not have SEND) whilst meeting their individual needs. Teachers provide differentiated learning opportunities and provide materials appropriate to children’s interests and abilities. This ensures that all children have full access to the school curriculum and all other opportunities.

We liaise with a range of other agencies to ensure we get the most specialist advice on offer for your children.

Special Educational Needs and Disability Information Report

The Special Educational Needs and Disability (SEND) Information Report outlines the provision we are able to offer at Priory Primary School, in support of our pupils with SEND, to ensure that every pupil is able to access learning that enables outstanding progress, the development of life skills and positive emotional well-being for future lives. It also outlines the agencies that we work with to ensure we have access to a range of specialist professionals to deliver the most effective provision for our pupils. Provision may change and develop over time as we respond to the pupils we have in our school.

The information required to be included in this SEND Information Report is stated in the Special Educational Needs and Disability Regulations 2014 SCHEDULE 1: Information to be included in the SEN Information Report. This can be found at:

The Special Educational Needs and Disability Regulations 2014


Question from/to parents/carers?

Priory Provision

  1. The kinds of Special Educational Needs and Disability that are provided for.

What are the kinds of SEND for which provision is available at Priory?

Pupils are identified as SEND when they are showing through data, observations from staff and information from parents that they are working significantly below that of the expected standard for their age.


We support pupils who have needs within the four areas of SEND:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory or Physical Difficulties
  1. Policies for identifying and assessing the needs of pupils with SEND, including the name and contact details of the SENCo.

How do we know if a pupil needs extra help?

Who is the SENCo and how can she/he be contacted? 

As pupils start their primary education with us in Time for Twos and Nursery, baselines are used to assess starting points. From this data, interventions are put in place to address any strengths or areas of development the pupils may have.


A graduated response is used throughout school, if data, observations or information from parents flags a concern, we will plan and put in place interventions and targets through an Individual Target Plan (ITP). This will be reviewed regularly to assess if progress is being made or whether a more specialist approach is needed.


Through the ITP, the pupil will have changes made to their lessons to improve access to the curriculum and targeted interventions will take place, giving the pupil opportunities during the week for 1:1 support or small group work to address their targets.


If a pupil has had an ITP for at least two terms and is showing very little or no progress, the classteacher/Phase Leader will refer them to the Assistant Headteacher (Inclusion) where a range of evidence will be discussed to plan the next step.


The Assistant Headteacher (Inclusion) may then engage further specialist agencies to support the school with target setting and altering provision for the pupil. If the pupil has then had at least two terms of involvement from a specialist agency, particularly an Educational Psychologist and has made little or no progress, the Assistant Headteacher (Inclusion) will consider whether an Education Health Care Plan (EHCP) referral is needed.


Pupils who start at Priory from another school, will be assessed by classteachers as soon as possible to allow any difficulties to be addressed quickly. The Assistant Headteacher (Inclusion) will also liaise with the previous school to gain as much information as possible. If the pupil comes from a Dudley school and already had SEND difficulties, this will transfer through the computer system and we will continue the provision needed.

The Assistant Headteacher is Mrs K Carver 01384 816845

3a. Arrangements for consulting with parents of children with SEND and involving them in their child’s/children’s education including assessing and reviewing their progress towards outcomes.





3b. Arrangements for consulting young people with SEND and involving them in their education

How will I know how my child is getting on in school?








 How will Priory listen to and involve my child, with SEND targets for improvement as well as their emotional well-being in school?

At Priory, the SEND pupils have an ITP in their school planners. Targets will be set by the classteacher or outside agency and written in the planner so that the pupil, parents/carers and staff can see them and refer to them at all times. These are signed by staff, pupil and parents/carers. When achieved, these targets will be highlighted in green and new ones will be set, if appropriate. These can be discussed at parents evenings each term with the classteacher or Assistant Headteacher (Inclusion).


If a pupil is supported by an outside agency or has an EHCP there will be regular reviews of the targets on these documents and parents/carers are always invited to these meetings.



The children sign their ITP and agree to the things stated that they can do to help themselves. Pupil voice is always collected before EHCP reviews. Pupil voice monitoring allows pupils to share the progress they are making. Pupils are also consulted and listened to regarding resources that may help them, such as pencil grips, angled boards and move and sit cushions.
4. The school’s arrangements for supporting pupils in moving between phases of education and preparing for adulthood How will Priory prepare and support SEND pupils as they transfer between year groups and on to secondary school?

Transition meetings with all staff for all pupils occur during July and September, where staff get the opportunity to share information about pupils transferring to new year groups. Transition books are created for our most vulnerable pupils, involving photographs of their new classroom, teacher and other details that may be important to them.

The Year 6 team and the Assistant Headteacher (Inclusion) meet with all the receiving secondary schools to pass on information and paperwork to ensure a smooth transition for all pupils. Extra transition is arranged for individuals with particular needs.

  1. The school’s approach to teaching pupils with special educational needs
How do staff help pupils with SEND?

All teachers are teachers of pupils with SEND. During half termly progress meetings, staff explain how they are going to change and adapt their lessons to cater for the individual and additional needs within their class.

This is regularly monitored and evaluated by Phase Leaders and the Assistant Headteacher (Inclusion). Changes made to provision are then added to the electronic provision map, ensuring we have a chronology of interventions and support for the pupil.


Staff are informed about any difficulties or additional needs pupils may have and outside agency reports are shared with all classteachers and support staff to ensure everybody has the most detailed information.

There is a range of support staff at Priory to support your child including classteachers, teaching assistants, and the Assistant Headteacher (Inclusion).


The Headteacher continues to ensure funding is readily available for the needs of pupils with SEND.
  1. How the school adapts the curriculum and learning environment for pupils with special educational needs

How will the curriculum be matched to my child’s needs?





How accessible is the school environment?

Teachers make adaptations to planning through differentiation and provide alternative and additional resources for pupils who may need them.

At Priory we liaise with agencies such as the Physical Impairment and Medical Inclusion Service (PIMIS), who advise and support school in making adaptations to the environment for our SEND pupils to ensure they can access all aspects of the curriculum.


See the school accessibility plan on our website.

7. Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured What training have the staff supporting children with SEND had?

There is ongoing professional development for staff at all levels at Priory. This ranges from senior leader level looking at data and budgets for SEND children to support staff, who have had training about accelerating progress, questioning children, use of resources, effective feedback and developing their skills in delivering emotional and well-being support.

The provision plan on the school website shows the range of provision we can offer due to the training that staff have had at Priory.


The Assistant Headteacher (Inclusion) also attends SENCO forums within Dudley each term for updates and briefings.
8. Evaluating the effectiveness of the provision made for pupils with SEND

How will parents know that their child/children are making progress?

How is provision evaluated?

At Parents’ Evenings each term, progress of all pupils is shared. ITP targets are highlighted green if achieved by SEND pupils and reviewed evidence will be available for parents. The end of year report will highlight the progress made throughout the year.


Pupils who are involved with outside agencies will be reviewed regularly through planned meetings that parents are invited to. If parents cannot attend, copies of the reports are sent home to the parent.


Effectiveness of provision is monitored and evaluated within school by Phase Leaders and senior leaders through the electronic provision map. This allows provision to be evaluated based on outcome and cost.
9. How the school enables pupils with special educational needs to engage in the activities of the school (including physical activities) together with children who do not have special educational needs

What other activities are offered to children with SEND before and after school?


How will my child be included in activities outside the classroom and offsite?

After school clubs are available to all pupils as well as Breakfast Club before school. If the child has a particular need during that club, a risk assessment would be created to ensure all aspects had been considered to ensure they are fully included in the activity.


All pupils at Priory are invited and included in all offsite trips including an overnight residential that we provide for Year 4 and Year 6. Risk assessments are created and sometimes a pre-visit to assess all of the risks before the trip.

  1. Support that is available for improving the emotional, mental and social development of pupils with special educational needs


11a. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.

11b. Pupils with SEND who are also looked after.

What support will there be for my child’s overall well-being?



What other agencies do the school have access to for my child?


Is there any other provision for children who are looked after?

Pupils are included in their own target-setting and take some responsibility for their own learning which helps them to feel confident. Successes, however small, are praised and celebrated to maintain confidence and high self-esteem for all of our learners.

Priory works very closely with a range of outside agencies such as: Children’s Services, the Educational Psychologist; Speech and

Language Service; Occupational Therapy Service; Autism Outreach

Service; Learning Support Service; Physical Impairment and

Medical inclusion Service. Hearing Impairment Team and the Visual Impairment Team. These services are contacted when necessary and appropriate, according to the individual pupil’s needs. The school works closely with Dudley Local Authority and uses the Early Intervention/Help process when appropriate to do so.

We are also involved in the Rapport project, which was lottery funded to enable us to access counselling services for more pupils. Our safeguarding officer has links with several children’s charities who provide support for pupils in school such as Barnardos.

The designated teacher for Looked After Children is Mrs K Carver (01384 816845). Annual reports to Governors are shared, which detail progress of this group of children in school, including those with SEND. Mrs Carver leads Pupil Education Plan (PEP) meetings to ensure additional funding is spent appropriately for these pupils and is based on their educational needs.
12. The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with section 32. Who could I contact to find out more about support for parents and families of children with SEND?

The Dudley Local Offer pages provide information on a range of support services:

Dudley MBC Local Offer information:

Dudley SEN Team, Westox House, Dudley MBC, Phone: 01384 814214. Website at:

Dudley SENDIASS (formerly Dudley Parent Partnership Service) provides impartial information, advice and support to young people and parents, covering special educational needs (SEN), disability, health and social care. Helpline number:01384 236677

Address: Trafalgar House, 47-49 King Street, Dudley, DY2 8PS


Child and Adolescent Mental Health Service (CAMHS):

  1. Information on where the local authority’s local offer is published





14. Arrangements for handling complaints from parents of children with SEND about the provision made at the school

Where can I find out about other services that might be available to my child and the family?



What do I do if I feel my child is not having their needs met

Dudley MBC Local Offer information:

 Initially parents can address any issues with the classteacher or Phase Leader. This may then be addressed with the Assistant Headteacher (Inclusion) or senior leader for further information or advice.


If parents feel they would like to make a formal complaint then they would be referred to the Headteacher and the complaints procedure will be followed.

SEND Information Report

Provision Overview

Accessibility Plan Sept 2018