Banks St Stephens C of E Primary School

SEN Information Report

In 2014 the government released the SEN Code of Practice 2014.  This important document outlines requirements and standards for the education of all children with SEN.  In response to these statutory requirements we have produced this SEN Information report.

Banks St Stephens C of E Primary school is a mainstream setting that accepts admissions from pupils aged 3-11.  We are an inclusive school and we offer a range of provision to support children with typical, additional and special educational needs.  These pages describe what our school can offer children with SEN.  SEN stands for 'Special Educational Needs' and at this school our first aim is always to provide quality first teaching for ALL children, allowing every child to enjoy, achieve and aspire. ‘Quality First Teaching’ is a commitment to consistently good and outstanding teaching that attempts to cater for the needs of all pupils, regardless of ability or disability.  In addition we at St Stephens offer a wide range of provision to children who require support that goes beyond that of ‘Quality First Teaching’.  The provision on offer at St Stephens covers the following broader  areas of SEND Needs:-

  • Learning and Progress
  • Social, Emotional and Health
  • Speech, Language and Social Communication
  • Sensory and/or Physical Needs


If you have a concern about your childs academic, social, physical or emotional development please contact our school SENCO for advice, support and consultation.



In coordination with good and outstanding teaching we sometimes need to provide children with additional support to help them overcome barriers and cater for their specific needs.  There are some children whose needs are very clear e.g. visual Impairment, hearing impairment, physical disability.  In such cases we coordinate with the relevant outside agencies and professionals to ensure that we as a school are doing as much as we can to meet the needs of these children.  More commonly however  we assess individual needs by reviewing a child's academic, social and emotional progress. 

To do this we use our own internal tracking system (O-Track) to study the numerical assessment data, comparing it with age related expectations.  If the concern surrounds a child’s emotional, phyiscal  or social development then we seek the input of our Pupil Support Manager, who monitors the emotional well-being of the children at St Stephens.  In addition, the class teacher will meet with the Senior Leadership Team (which includes the SENCO) on a termly basis to discuss the progress of every child in their class.  It is during these meetings that resources (in the form of adult-lead intervention) are allocated to children with an additional or a special educational need.  The SENCO will also observe any children identified as being signficantly behind age related expectations, or if they have another obvious learning barrier. 

If additional needs are required then the Class Teacher, SENCO (Special Needs Co-ordinator),  Learning Support Assistant, Pupil Support Manager,  Head Teacher, Parents and pupils are involved in developing and reviewing the type of individual support to be offered.


Staff Training

All staff at St Stephens receive relevant training to ensure we strive to meet the needs of children with SEND.  All members of staff receive regular first aid, safeguarding and online safety training.  Selected staff will take part in training and other professional development relevant to the children they regularly work with.  Examples of this include learning related to Diabetes, Speech and Language, ASD and forms of specific intervention such as Fast Forward Grammar and Whole Word Precision teaching.

We often seek advice from specialists from a range of sectors (including Health, Education and Social Services) to ensure we as a school are prepared to meet the needs of children with a particular requirement.  If you are a prospective parent and are unsure as to whether our school has the expertise and provision to accomodate and develop your child then please do not hesitate to contact the Head Teacher or the school SENCO at your earliest convinience.



Pre-School and Reception

When a child joins the school in Pre-School or Recpetion they will go through the standard induction process which is delivered and managed by our Early Years Foundation Stage.  If children have any specific needs that require extra provision then it is important that parents disclose their concerns with the school.  They can do this via an informal conversation with the Head Teacher, which may be followed up by a formal meeting.  From there the Head Teacher will liase with the Pupil Support Manager, SENCO, prospective Class Teacher and any relevant outside agencies already involved with the child and the family, or any agencies that the school and other involved professionals believe should be involved with the child.

Moving from another School

When a child joins us at St Stephens from another school the transition moves through a number of stages:-

  1. Initial visit to the school, hosted by the Head Teacher.
  2. Informal discussion with the Head Teacher regarding specific needs.
  3. Decision made by the parents to enroll children at St Stephens.
  4. Formal contact made between St Stephens and the child’s current school.
  5. Sharing of assessment data and any current specific provision in place for the child.
  6. The child starts at St Stephens on an agreed date.
  7. The child is placed on the school Provision Map as a ‘New Arrival’ and any required provision to support the child is implemented at St Stephens – this may involve staff training or contact with outside agencies.

If children move away from our school then the relevant staff member at St Stephens will complete step 5 of the above process.

Transition to Secondary School

The Head Teacher and the Year 6 teacher take part in transistion meetings with all the receiving High Schools.  During these meetings each child and any relevant specific needs and details regarding current support are shared.  In addition children in Year 6 attend High School taster days during the second half of the summer term.  Our Pupil Support Manager will coordinate transistion for pupils who require a more customised process.  An example of this is additional visits to the receiving High School (escorted by the Pupil Support Manager).


Support Outside the Classroom

Lunch times and Break times

Unstructured times such as break and lunch are supervised by either members of the teaching staff or Lunch Time Supervisors.  The Head Teacher or Deputy Head Teacher is routinely present in the dinner hall whilst children eat their lunch.  Children in Year 5 are trained as ‘Play Leaders’ and run playground games in an initiative known as ‘Zoning’.  Each zone contains a different play ground game and children can choose which game they wish to join. 

During this unstructured time children with specific needs will be supported according to their individual Pupil Passport recommendations e.g. If your child has a visual impairment and a 1 to 1 Support Assistant then the Support Assistant will accompany them during dinner and break time (depending on levels of support to be given  - agreed by Class Teacher, SENCO and the child’s parents).  Most children with SEND do not require support during unstructured times however the Pupil Support Manager monitors the emotional well-being of all children in our school and in consultation with Teaching and Lunch Time Supervisor staff will track behavioural incidents and any patterns or trends that raise a concern.  This information all feeds into termly Pupil Progress meetings and the relevant staff will plan for any relevant next steps.

Due to the specific nature of SEND the details of a child’s needs are always custom to the individual and therefore any extra provision required during lunchtimes, break times and at the beginning or the end of the school day are developed for the benefit of that particular child.  These details are included within a child’s individual learning plan (the Pupil Passport).


Extra-Curricular Activities

We host a range of after school clubs which are often run by our teaching staff.  We also commission outide providers to host extra-curricular activies.  Whether it be run from within or delivered by an outside company we fully engage with our culture of inclusion and will make every reasonable attempt to differentiate activities to suit children with special educational needs or disabilities.  The need is individual to the specific child and therefore the provision will be developed by the SENCO, Pupil Support Manager and the child’s parents.


Supporting overall well-being


Children who require regular medicine whilst in school have a personal medical plan.  The plan involves details of medicine and medical needs and the key people involved in the administration of such medicine.  Parents are fully involved in the process of implementing medical provision within school for their child.  Medical plans are drawn up by the school nurse and all relevant adults in school are made aware and have access to the plan.  Any necessary training is given to ensure staff are clear and confident when administering medicine.


Children with social, emotional and behavioural barriers are monitored by the Class Teacher, Head Teacher, SENCO and the Pupil Support Manager.  Our behaviour system works on a yellow and red card basis.  If a red card is given to a child then the incident is recorded and logged.  The Senior Leadership Team will monitor patterns of behaviour over time and if necessary involve parents and outside agencies.  The school’s provision for developing emotional health and well-being feeds into tackling poor behaviour.

Every effort is made to avoid exclusions and this is testament to our rigorous monitoring system and our provision for children who display challenging behaviour.  On the whole, behaviour at Banks St Stephens is of a consistently high standard and children often receive rewards for examples of positive behaviour that promotes our christian values.


Bullying and Inclusion

All forms of bullying are completely unacceptable and are not tolerated at St Stephens.  Our thorough and positive behaviour management system ensures all issues of reported conflict and bullying are dealt with swiftly and appropriately (please see our anti-bullying policy for further information).  We are an inclusive school and believe that quality first teaching that successfully incorporates strong differentiation aids the learning of not just children with SEND, but all children within our school.

Children with SEND have the same opportunity as every other child to become members of our school organisations e.g.the school council.  Every reasonable effort is made to ensure all children with SEND can access every opportunity that school has to offer.  SEND is a broad statement and the individual needs of every child are considered carefully when considering maximising their inclusion.

Supporting the Family

Under certain conditions where a family is struggling to cope (measured via the Lancashire Continuum of Need), school may call a TAF (Team Around the Family) meeting.  This intervention  brings together relevant professionals from a range of sectors and may include representatives from Health, Education and Social Services.  The meeting is designed to support the children and the family to improve their current circumstances.  Meetings are usually held in school and direct contact is made with parents in the event of a TAF meeting being called.



AEN Support

Children who require short term support in order to aid their progress or access parts of our curriculum would be placed on the AEN (Additional Educational Needs) Register.  Children might be placed on this register because:-

  • They are making slower progress than their peers in Maths and English and therefore would benefit from joining a small booster class, or receive some one to one teaching from a Learning Support Assistant.  This would be in addition to their daily lessons.
  • Children display challenging behaviour which has an impact on their own and other's learning and/or well-being.  This means they may benefit from partaking in Social Skills groups, our Care and Share group or Team Building club.
  • They may have suffered injury or illness and require different resources in order to access the curriculum e.g. Computers/IPADS/Learn Pads to help them complete their learning activities.

If short term interventions are not appropriate, or are not having the desired impact.  The child maybe considered for SEN Support.

SEN Support

Children who require more focused support to help their long term development could be placed on the SEN Support register.  A child who is identified as having a Special Educational Need may not have a label (ADHD, Asperger's Syndrome, Dyspraxia, Dyslexia) but still has difficulty in accessing our curriculum and therefore needs targeted support.  Children on the SEN Register will be provided with a Pupil Passport (formerly an IEP) which will outline their successes, needs and the strategies and resources in place to help them progress. Each Pupil Passport contains a set of learning targets that the school sets the pupil.  The aim is for the pupil to achieve their target by the end of the term.  The targets are specifically focussed on a child’s area of need and each one is accompanied by details covering:-

  • How school will help them achieve the target
  • How the child will know they’ve met the target
  • Who will help them achieve their target.

 The document is drawn up by the Class Teacher and the SENCO, however parents and pupils will be part of the design and development of the plan and parents are informed in writing if their child has been placed on the SEN register.  The Pupil Passport is reviewed at the end of every term by the Class Teacher, the SENCO and the parents (review with parents occurs during Parent’s Evening).  After that new targets are put in place.  The Pupil Passports follow our school's cycle of Assess-Plan-Do-Review in order to maximise the impact of the support given to every child who requires one.  At Banks St Stephens we have an open door policy.  If parents have any concerns or queries about their child then we encourage them to speak to the relevant person either on the phone or in person.

For children on our SEN Register we may seek the advice of outside agencies and specialists.  This may include Educational Psychologists and Specialist Teachers.  At every step of the child's development we seek to consult with and inform parents.

If the desired impact of a Pupil Passport is not occurring consistently for the benefit of the child, then the child maybe considered for an EHCP (Education, Health and Care Plan). 


Education, Health and Care Plans bring together different professionals (Teachers, SENCO, Doctors, Educational Psycologists, Specialist Teachers) and the parents of the child in order to review the specific needs of the pupil.  The result is an EHCP which seeks to map out specific support required for the child and how this plan is to be implemented in school and at home.  Children with EHCPs have often been diagnosed with specific conditions that impact on their social, emotional, mental and/or physical well-being.  Such conditions may include ADHD, Asperger's Syndrome, Dyspraxia, Dyslexia, Visual impairment or Hearing Loss.  

Whatever the specific needs are of the child, the staff at Banks St Stephens are commited to quality first teaching to ensure all pupils have the chance to enjoy, achieve and aspire.  

To find out more about what our school can offer children with Additional or Special Educational needs please refer to the Learning and LiteracySocial, Emotional HealthSpeech, Language and Social CommunicationSensory and/or Physical Needs pages – please note these pages also form part of our SEN Information report.  Furthermore you can view our SEND Policy and the SEN Local Offer on the Policies page of our website.

If you wish to enquire further then please contact (via the school) Mr Sergeant who is our school's SEN Coordinator.