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Special Educational Needs


SEND vision

It is our intention that the SEND pupils access the same curriculum as their peers in a positive, supportive, accessible and inclusive environment in which all pupils can flourish and in which all their contributions and considered and valued. All pupils should be happy and enjoy themselves when they are in school. Each pupil’s individual learning styles should be respected. All pupils should have high but attainable targets for them to enable them to achieve their full potential. The pupils will build on their knowledge from the previous year and individual whole primary curriculum skills grids are used when pupils are working two years below their peers to measure small steps of progress.  Gaps in pupils learning are addressed through each child’s learning passport targets and pupils work towards closing these gaps during their one to one support time with teaching assistants. Each learning passport is reviewed termly in consultation with the pupil, staff and importantly parents to celebrate the pupil’s successes and to build an ongoing holistic understanding of the pupil and their needs.  We believe that good, effective communication with parents and teaching assistants is key to a pupil’s success.

This vision is implemented in the classroom by scaffolding the SEND pupils’ learning through the use of visual prompts such a pictorial supports on vocabulary mats and timeline resources, pre-teaching vocabulary and key concepts and paddling differentiated tasks. Dyslexic toolboxes are available in class with coloured overlays and multisensory recourses. Every pupil is given an appropriate level of support but at the same time they are encouraged to become an independent learner. Opportunities are given to EHCP pupils to develop their independence and basic life skills through a weekly intervention session. Marking addresses basic errors on a small step basis for example addressing letter or number formation.

To enable pupils to achieve their potential, staff are given regular whole school SEND training to be able to meet the individual needs of the pupils within their class through high quality teaching. We complement high quality teaching with carefully selected small group and one to one interventions. Intervention groups give groups of pupils extra help in the areas they need it; for example handwriting, reading or maths. Other interventions are specifically tailored to individual pupils by following support advice given from professionals in occupational therapy programmes, speech and language programmes and physiotherapy programmes. We believe coordinating provision across multiple organisations provides the best provision for SEND pupils.



Please use the link below to see an enlarged version of the SEND Journey

Please use the link below to the Policies page to see the Special Educational Needs Policy. Please note it has a Dyslexia Friendly appendix and an Autism appendix. 
Mrs R. Bagshaw is the SENCo at St. Peter's. If you have any concerns about your child whether or not they have Special Educational Needs, please contact Mrs Bagshaw for further advice. If you are at all unhappy and we have not been able to resolve the situation for you, we would advise you to use the link below to the ‘Policies’ page so you can follow the Complaints Procedure.

Here is our SEN information report, it gives information about how we support pupils with Special Educational Needs at St. Peter's.

Please find below a useful document with advice to support your child's additional needs. If you require an further support please email Mrs Bagshaw (stpcmrsbagshaw@icloud.com) and she will be happy to answer any questions or queries.

RETURN TO SCHOOL This wordless return to school book may help you child to discuss any worries they have before returning to school.

Use the link below to access useful information in relation to Coronavirus on the Parents' ‘Useful Information’ page.