How We Identify and Support Children with SEND
At Newdale, we recognise that children may have needs across more than one area of SEND. We are committed to the early identification of additional needs and ensuring appropriate support is put in place as soon as it is required. This reflects the SEND Code of Practice (2015), which states that schools should take action to remove barriers to learning and provide effective special educational provision.
The SEND Policy is reviewed annually by the school’s SENDCo and is shared with the Governing Body. A copy of our current SEND Policy can be found below.
Special Educational Needs Policy
The progress of all pupils is closely monitored through termly pupil progress meetings attended by the class teacher, SENDCo and Deputy Headteacher. These meetings enable us to identify any concerns early and act swiftly when additional support may be needed.
We offer a range of support designed to benefit all learners, not only those with SEND, ensuring every child can reach their full potential. All pupils are included within a Class Raising Attainment Plan, which is a working document outlining targets, interventions and additional support for the Autumn, Spring and Summer terms.
Targets are set termly and reviewed every six weeks by the class teacher to ensure that provision remains appropriate and effective. Following each review, targets and next steps are shared with parents and carers so that home and school can work together closely to support the child’s progress. This process is also followed within Nursery when an area of need has been identified.
Through our graduated response, including the assess, plan, do, review cycle, children who continue to experience difficulties despite targeted support are monitored more closely and, where appropriate, referred to relevant external agencies for further advice and guidance.
Following each review cycle, it may be decided that additional provision is required, that existing support should continue, or that no further intervention is needed at that time. For some children, support will remain in place throughout their time at school. Where a child continues to require a significant level of support and resources to access the curriculum, the school may seek involvement from external professionals or request an Education, Health and Care Needs Assessment (EHCNA). If agreed by the Local Authority, this may result in an Education, Health and Care Plan (EHCP).
At the end of each academic year, class teachers share relevant information, including Class Raising Attainment Plans, as part of the transition process. This helps to ensure continuity of support and a smooth start with the child’s new teacher.
Further information on our graduated response can be found here Newdale Graduated Response 2026
The Governing Body
The Governing Body plays an active role in monitoring the provision and outcomes for pupils with SEND. Governors are kept informed about the deployment of resources, funding and staffing through regular reports and updates during governor meetings.
Governors also visit the school to observe SEND provision and interventions in practice. The SENDCo regularly presents information on the progress and attainment of pupils with SEND, enabling governors to monitor the effectiveness of provision and challenge leaders where appropriate.
The Governing Body reviews and monitors the school’s SEND Policy to ensure it remains compliant with statutory requirements and reflects current practice.