Special Educational Needs & Disability

SEND Information Report

At Longford Church of England Primary School, we aim to support all children to enable them to achieve their potential. To enable us to do this we offer support of many forms to assist them through their learning journey.

Longford Church of England Primary School is proud to be an inclusive school!

The Special Educational Needs Co-ordinator (SENDCo)

Mr David Stevens is the SENDCo at Longford Church of England Primary School. 


He is responsible for:

-  The operation of the 'SEND Policy' and co-ordinating the specific provision made to support individual pupils with SEND.

- Ensuring that pupils with SEND receive appropriate support and access high quality teaching.

- Ensuring that the Governing Body is kept up-to-date on issues and policies in the school relating to SEND.

- Ensuring that you as a parent/carer are involved in the supporting of your child’s learning and kept informed about the intervention and support your child is receiving.

-Liaising with the other professionals that might come into school to support your child’s learning, disabilities or emotional well-being such as: Speech and Language Therapist, Occupational Therapist, Educational Psychologist or School Nurse.

- Updating the SEND register and making sure records are kept of your child’s needs and progress.

The named governor for SEND is Mrs Sue Ricketts. She is responsible for making sure that the necessary support is given for any child with SEND who attends the school and can be contacted through school.

To view the Special Education Needs Policy, please click below: 

The following questions will give you information about the provision at Longford Church of England Primary School and explain how we support children who have Special Educational Needs or Disabilities, and their families.

How is Longford Church of England Primary School accessible for children with SEND?

The SEND and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, The Governing Body has had three key duties towards pupils on the Special Educational Needs register or pupils with a disability, under Part 4 of the DDA:

  • Not to treat disabled or SEND pupils less favourably for a reason related to their disability or difficulties;
  • To make reasonable adjustments for these pupils, so that they are not at a substantial disadvantage;
  • To plan to increase access to education for disabled or SEND pupils.

This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

  • Increasing the extent to which SEND or disabled pupils can participate in the school curriculum;
  • Improve the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  • Improve the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.

It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised as necessary. 

To view the accessibility plan, please click below: 

Your child has special educational needs. What can we at Longford Church of England Primary School offer you?

At Longford Church of England Primary School, we embrace the fact that every child is different and therefore, the educational needs of every child is different; this is certainly the case for children with Special Educational Needs.

We are proud to offer excellence and choice to all our children, whatever their ability or needs. Longford Church of England Primary School adopts a ‘whole school approach’ to special educational needs and the staff are committed to identifying and providing for the needs of all children in an inclusive environment.


How can I let school know that I am concerned about my child’s progress in school?

If you have concerns about your child’s progress, you should speak to your child’s class teacher or Mr Stevens (SENDCo). You will be able to talk through your concerns and plan some next steps.

Working together with your child’s teachers will often help to sort out worries and problems.


How will the school let me know if they have concerns about my child’s learning in school?

We will consult parents about all the decisions that affect their child.

Parents will be made fully aware of the planned support and interventions and where appropriate, plans will seek parental involvement to reinforce progress at home. The school will set up a meeting to discuss this with you in more detail and listen to any concerns you may have.

We encourage an active partnership through an ongoing dialogue with parents.

Where a pupil is receiving SEN support, we will talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school.


What are the different types of support available for children on the SEND register at Longford Church of England Primary School?

Quality first teaching - Class teacher input via targeted classroom teaching that may involve being supported by a qualified adult or a differentiated curriculum. Children supported at this level will not always be on the SEND register.

For your child this would mean:

  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning, visual supports or technology to enable your child to be fully included.
  • Specific strategies (which may be suggested by the SENDco or specialist agencies) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

Specific programmes delivered within a smaller group of children.

Children supported at this level may or may not be on the SEND register; this will ultimately depend on the support required by the individual and length of time it is needed.

This group, called Intervention groups, may be:

  • Run in the classroom or outside in other rooms.
  • Run by a teacher or a teaching assistant.
  • May run at any point throughout the day.

They will be :

  • Planned, overseen by your child's teacher or SENDco.
  • Sessions with specific targets to help your child make more progress in a specific area.

This provision is offered when it is felt that a child is not making expected progress and therefore; is falling behind their peers, or they need an additional boost to enable them to exceed expectations.

Individualised programmes, targeted at a smaller number of pupils in a small group or on a 1-1 basis; these pupils may also be receiving addition funding of have an Education Health Care Plan. For your child this would mean:

  • Your child will have been identified by the class teacher/SENDco/parent or carer as needing more specialist/targeted input, instead of or in addition to quality first teaching and intervention groups.
  • Your child’s name will have been added to the Schools SEND Register.
  • You will be invited to attend meetings to discuss your child’s progress and help plan possible ways forward. These will be IEP or intervention support meeting.
  • You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school and at home.

The specialist professional will work with your child to understand their needs, support the school in addressing your child’s needs and make recommendations, which may include:

  • Making changes to the way your child is supported in class, e.g. some individual support or changing some aspects of teaching to support them better.
  • Support to set targets which will include their specific expertise.
  • Multi-element plans to enable us to understand and support specific behaviours.
  • A group or individual work planned by and or run by the outside professionals.


What specialist services are available for Longford Church of England Primary School to access?


Our school continues to build strong working relationships and links with external support services in order to fully support our SEN pupils and aid school inclusion. Sharing knowledge and information with our support services is key to the effective and successful SEN provision at Longford Church of England Primary School.

Parents will always be involved in any decision to involve specialists. The involvement of specialists and what was discussed or agreed is recorded and shared with parents and teaching staff supporting the child in the same way as other SEN support.

The SENDCo and class teacher, together with the specialists, and involving the pupil’s parents, will consider a range of evidence-based and effective teaching approaches, appropriate equipment, strategies and interventions in order to support the child’s progress. Outcomes and support will be agreed, including a date by which progress will be reviewed.


Support Services include:

  • Educational Psychology -
  • Health – School nurses
  • Paediatricians and Clinical Psychologists
  • CAMHS (Child, Adolescent and Mental Health Service)
  • Speech and Language Therapists
  • Teachers for visual, hearing and physical impairments
  • Physiotherapists
  • Occupational Therapists
  • Specialist Outreach Services – Autism Outreach

Where can I get further information about the services available for my child?

As part of the Derbyshire County Council, the Derbyshire Local Offer should be your first point of reference for any further information.

The SEND local offer is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families.


This can be found at:




What are the different types of support available for children with SEND in our school?


Four broad categories of SEN have been identified in the SEND Code of Practice (2014). These give an overview of the range of needs and allow us to plan what action is needed. Your child may have needs in one or more of these areas.

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotion and mental health difficulties
  4. Sensory and/or physical needs

How will my child be included in activities outside of the classroom including school trips?

All year groups access trips and visitors throughout the year. The school will fully include all children. It may be that children require additional adult support or resources – such as pushchairs / wheelchairs for visits out of school. This would be discussed and planned with parents prior to any trip. Any adaptations required for these trips would also be carried out prior to a trip commencing. As all trips are individual, necessary arrangements for lunch, toileting and breaks would be discussed with you as appropriate.


How will we support your child when they are joining this school? Leaving this school? Or moving on to another class?

We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.


If your child is joining us from another school:

Mr Stevens will communicate with their current teacher(s) and, as a school, we will ensure we know about any special arrangements or support that needs to be made for your child.

If your child would be helped by a book/passport/social story or something else to support them in understand moving on, then one will be made for them.

Your child will be able to visit our school and stay for a taster session.


If your child is moving to another school:

We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child. 

We will make sure that all records about your child are passed on as soon as possible.

If your child would be helped by a book/passport/social story or something else to support them in understand moving on, then one will be made for them.


When moving classes in school:

Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. Support Plans (if appropriate) will be shared with the new teacher.

If your child would be helped by a book/passport/social story or something else to support them in understand moving on, then one will be made for them.


Transitions in Year 6:

Mr Stevens will discuss the specific needs of your child with the SENDCo of the child’s secondary school. In most cases, a transition review meeting, to which you will be invited, will take place with the SENDCo from the new school.

Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.

Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.

Any specific resources that would support the child will be provided.


How will we support your child’s emotional and social development?

All classes follow a structured PSHE (Personal, Social, Health and Economic education) curriculum to support emotional and social development.

At Longford Church of England Primary School, we recognise that some children have additional social and emotional needs that need to be developed and nurtured.


We are able to offer support across school in either a small group or 1:1 capacity.