Provision for SEND Pupils

What kind of provision is made for pupils with special educational needs?

We ensure that all pupils in our school are equally valued by having equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities.


There are a number of reasons why a child may be identified as having SEND:

  • They are having significant difficulty with their learning and making far less progress than would be expected.
  • They have a specific learning difficulty, for example dyslexia.
  • They have emotional or mental health difficulties.
  • They have difficulties with social communication and interaction.
  • They have sensory and/or physical needs, for example visual impairment.

Otterton C of E Primary School will make its best endeavours to ensure that the necessary provision is made to meet the SEND needs of individual children.

We do this by:

  • Monitoring the progress of all pupils; some children and young people with SEND can be identified at birth. Other difficulties only become evident as children grow and develop.
  • Listening to the pupil – via ‘pupil voice’ sessions and pupil conferencing.
  • Listening to parent/carers; through formal arrangements and our ‘open-door’ policy.
  • Distinguishing between pupils who may need some support within the classroom and within the differentiated curriculum, and pupils with Special Educational Needs.
  • Identifying barriers to learning using our knowledge and understanding of the four primary areas of need. The areas of need are:
  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

In consultation with parents, decide whether SEND support is required and carry out further assessment to identify barriers to learning and the nature of their child’s difficulties.