Policies‎ > ‎

SEND - Special Educational Needs and Disability

SEN Information Report

Children with Special Needs or Disabilities.

Extra support for children who have special education needs or disability is available from a number of staff, depending on the nature of the need.  Children are normally recommended for this extra help by the class teacher. If you are concerned about your child’s progress in school, discuss this first with the class teacher who will advise, and if necessary consult our SENCO. 

 Whilst the school has its own arrangements for children with special educational needs or disabilities, the Local Authority has a wide range of services to help children.  These include educational psychologists, speech therapists, dyslexia specialists, and more specialist help for pupils with hearing or sight loss or more complex areas such as ADHD or Autistic Spectrum Disorders. In all cases contact your child’s class teacher in the first place, or come and see the headteacher.
Collingwood Primary School

 Whole School Provision Offer

Collingwood Primary School is a fully inclusive school which ensures that all pupils achieve their potential personally, socially, emotionally, physically and educationally.  We strive to ensure quality first teaching is applied across the whole curriculum, using a range of different teaching strategies, resources and activities.

Our School’s Offer for Pupils with Special Educational Needs and / or Disabilities

Our School Offer lets you understand how we support pupils with special educational needs and disabilities. 

We consult with pupils and their families on our local offer by meeting with parents regularly through SEN reviews, parents’ evenings and informal meetings. These can be prompted by parents, teachers or external professionals.

How will school support my child and their additional needs?

Children are identified as having a special educational need when their level of progress has become a cause for concern.  Interventions are quickly put in place to cater for individual needs. 

Who will explain this to me?

Our SENCO oversees all support and progress of any child requiring additional support across the school. 

We will let families know about any concerns about a pupil’s learning by contacting and arranging an information meeting to discuss next steps.  Class teachers will liaise with the SENCO (Mrs Cate Storey) to discuss matters further.

What support is provided for my child?

When a pupil is identified as having special educational needs, we support their development and progress by using provision maps to monitor the support given to all children with additional needs. We then review the use of resources to maximise the effectiveness.  Small group work, individual support and support within the classroom should ensure your child meets their individual targets. 

Pupil Support Plans (PSP’s) will allow class teachers to differentiate work and provide support where needed. Individual support is used to teach, practice and develop skills related to targets on their PSP’s.  Support staff will have a clear understanding of targets and how to achieve them.  

Support staff are placed where they are needed throughout the school to ensure pupil progress and independence.  1:1 and small group work is encouraged where needed to support individual needs. Interventions are put into place where and when needed and these are reviewed on a regularly basis.

Who will support my child?

The other people / agencies and teams providing services to children with a special educational need / disability in school include:

·        Educational Psychologist

·        Speech and Language Team

·        Language and Communication Team

·        Children’s Services

·        Dyslexia Team

·        Sensory Services

·        Pupil Referral Outreach Team

·        Public Health

·        GPs

·        Occupational Therapist

·        Ethnic Minorities and Travellers Asylum Seekers


We will work in partnership with other education providers to ensure that pupils make a successful transition to the next stages of their learning, through careful and coordinated planning of the transition.  We provide scheduled transition days to the local secondary school and further visits for vulnerable children, we liaise with staff, including form teachers and SENCOs of the receiving schools.  Should children need to transfer to specialist provision a transition plan will be put in place.   

What training have the staff supporting children with additional needs had / are currently having?

All staff have completed, and will continue to receive, ongoing training in special educational needs and disabilities including:

  • Catch Up reading
  • Numbers Count programmes
  • First Class Numbers
  • Reading Recovery
  • Boosting Reading Potential
  • Speech and Language
  • 1:1 RWInc
  • Makaton
  • Write Away Together
  • Numicon Maths
  • Social Nurture Groups
  • SEAL


Our fully qualified / trained Special Educational Needs Coordinator provides advice and guidance to staff in relation to any concerns which may arise.  She has the accreditation of The National Award for SEN Coordination (NASC).

How will my family be supported?

The school works in partnership with families to help them support their children’s learning outside of school. We have learning mentors within school who work closely with parents and children. In school we also have an open door policy which allows parents to feel welcome in school.  Early Health Assessments will be annually reviewed by class teacher and SENCO to allow additional needs to be met. Our family entrepreneur and the parent partnership team will support families where needed once a referral has been made.


Families are also signposted to services / organisations through the Local Offer.

What else may I need to know?

North Tyneside's SEND Local Offer can be found here
Details of SEND support and services can be located here.  Collingwood Primary School  co-operates with North Tyneside Local Authority in the ongoing development and review of the Local Offer as set out in Chapter 4 of the SEND Code of Practice (January 2015) and the associated Special Educational Needs and Disability Regulations 2014 (Part 4)

Behaviour and anti-bullying policies are regularly reviewed with a focus on how they affect pupils’ with special educational needs or disabilities.

Other useful documents such as our Special Educational Needs and Inclusion Policy are available from the school office. 

The school’s self-evaluation process will look at teaching and learning for pupils with special educational needs and disabilities. 

All school-related activities are evaluated in terms of their benefit to the learning and inclusion of pupils with special educational needs and disabilities.

If you would like further information about what we offer here at Collingwood Primary School then please contact the Special Educational Needs Coordinator: Mrs Cate Storey on 0191 2005038.

School entitlement offer to pupils with special educational needs or disabilities


Support Available Within School

Communication and Interaction Needs:



·         Autistic Spectrum Disorders

·         Speech, Language and Communication Needs

·         Social communication difficulties


Visual timetables

Areas of low distraction

Support / supervision at unstructured times of the day.

Social skills programme / support including strategies to enhance self-esteem.

Small group work to improve skills. 

ICT is used to support learning where appropriate.

Strategies / programmes to support speech and language development.

Strategies to reduce anxiety / promote emotional wellbeing.

Where appropriate we will use support and advice from other partners to meet the needs of pupils. 

Planning, assessment and review.

Work with pupils, parents, carers and staff to develop and review plans based on the need of the pupil. 

Teaching resources are routinely evaluated to ensure they are accessible to all pupils.

Differentiated curriculum and resources

Cognition and Learning Needs:



·         Moderate Learning Difficulties

·         Strategies to promote/develop English and Maths.

·         Provision to support access to the curriculum and to develop independent learning.

·         Small group targeted intervention programmes are delivered to pupils to improve skills in a variety of areas, i.e. reading skills groups etc.

·         ICT is used to reduce barriers to learning where possible.

·         Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to.

·         Planning, assessment and review.

·         Access to teaching and learning for pupils with special educational needs is monitored through the schools self-evaluation process.

·         Teaching resources are routinely evaluated to ensure they are accessible to all pupils.

·         Work with pupils, parents, carers and staff to develop and review plans based on the need of the pupil. 

·         Differentiated curriculum and resources


Social, Mental and Emotional health


·         Behavioural needs

·         Social need

·         Mental health needs

·         Emotional Health and Wellbeing


·         The school ethos values all pupils.

·         Behaviour management systems encourage pupils to make positive decisions about behavioural choices.

·         The schools behaviour policy identifies where reasonable changes can be made to minimise the need for exclusions. 

·         Risk assessments are used and action is taken to increase the safety and inclusion of all pupils in all activities.

·         The school provides effective pastoral care for all pupils.

·         Support and advice is sought from outside agencies to support pupils, where appropriate. 

·         Small group programmes are used to improve social skills and help them deal more effectively with stressful situations.

·         Outdoor learning is used to offer a different approach to the curriculum. 

·         Information and support is available within school for behavioural, emotional and social needs.

Sensory and Physical Needs:



·         Hearing/Visual Impairment

·         Multi-sensory impairment

·         Physical and Medical Needs

·         Support and advice is sought from outside agencies to support pupils, where appropriate. 

·         ICT is used to increase access to the curriculum.

·         Support to access the curriculum and to develop independent learning.

·         Advice and guidance is sought and acted upon to meet the needs of pupils who have significant medical needs.

·         Access to Medical Interventions.

·         Access to programmes to support Occupational Therapy / Physiotherapy.

·         Support with personal care if and when needed.

·         Staff receive training to ensure they understand the impact of a sensory need upon teaching and learning.

·         Staff understand and apply the medicine administration policy.

·         We have a specialist TA who takes charge of the administration of medicines. She works with children, parents and health professionals as appropriate.

·         The Special Educational Needs Coordinator completes any necessary training in order to offer advice and guidance to staff about the needs of pupils.

·         All entrances to the school have ramps fitted to allow wheelchair access.

·         The school has disabled toilets / facilities


If you have any concerns about your child’s special educational needs or disability, their progress or the support you receive, we would ask that you to come into school and discuss matters further with your child’s class teacher and / or the Special Educational Needs Coordinator. 

Although school complaints procedures are in place and can be accessed through our website we would always hope to resolve any issues or concerns informally by working in partnership with parents.

Evaluation of Provision

Provision to SEN pupils is highly effective. Expected progress for all children is three points across a school year - that is one point per term. For children with Special Educational Needs and Disability (SEND) the expectations are the same. Our progress data analysis shows that for the academic year 2015-2016 the children at our school with SEND are at or above this expected level of progress, with the exception of children with Sensory and/or Physical difficulties in Reading and Writing. The nature of the SEND issues for some of our children in the Sensory and/or Physical category has meant that they have made slightly less than expected progress in these areas. In real terms, this equates to only three children out of the entire school population.

Evaluation of the effectiveness of the provision made for children with SEND

In evaluating progress, we have considered all the children on the SEND register receiving intervention.


Of the 71 children on the SEND register receiving interventions:

  • 180/285 interventions gave rise to good or better progress – 63.16%
  • 101/285 interventions gave rise to satisfactory progress – 35.44%
  • 4/285 interventions gave rise to unsatisfactory progress – 1.4%

Please read our Data Analysis for 2015-2016 for further details about progress.

Please read our Data Analysis for 2016-2017 for further details about progress

We are confident that all of our SEN pupils achieve the very best that they can with the support of our SEN team.

We are currently discussing our SEND policy and it will be presented to governors shortly.


Parents can contact North Tyneside Parent Partnership Service for impartial information, advice and support in relation to their child’s special educational need and / or disability on tel. 0345 2000 109. 

Admission Arrangements


All children will be admitted to Collingwood Primary School, irrespective of their needs, where a placement is deemed appropriate.




The school makes every effort to ensure a smooth transfer from one school to another for all pupils. In order to affect this smooth transfer for pupils with special educational needs Collingwood Primary School will ensure:

 ·  All pupils are given the opportunity and are encouraged to visit Collingwood Primary School prior to entry. Special visiting arrangements can be made for those pupils with SEN on request from the parents/carers or feeder schools.

·   Pupils are given the opportunity and are encouraged to visit the high school of their choice prior to entry. Special visiting arrangements can be made for those pupils with SEN if it is deemed appropriate.

·   Relevant information/records are sent promptly to receiving high schools.

·   Every effort is made to gather all relevant information/records from the feeder primary schools for those pupils with SEN.

·   All teachers are given relevant information on pupils with SEN when they enter school

Accessibility Plan

The governors have prepared an accessibility plan in accordance with the Equality Act 2010. Details of this are available from the school office.