SEN Information Report

Arden Primary SEN Information Report


At Arden Primary School we strive to support all children to enable them to achieve at school.

In order to do this, many steps are taken to support them through their learning journey.

Quality teaching is vital; however, for some children there are occasions when further additional support may be needed to help them achieve their targets.

A child with SEND is described as:

A child of compulsory school age has a learning difficulty or a disability if he or she:

Has a significantly greater difficulty in learning than the majority of others of the same age, or

has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in the paragraph above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014).

The Special Needs Co-ordinator at Arden is:

Mrs Ruth Sumner

Roles and responsibilities of the Special Needs Co-ordinator (SENCO)

The SENCo is responsible for the operation of the Special Needs Policy and Co-ordinator of specific provision made to support individual children with SEND. The SENCo liaises with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected. The SENCo has regular contact with a wide range of external agencies that are able to give more specialised advice. If you have any concerns regarding SEND matters do not hesitate to contact the SENCo.

Roles and responsibilities of the Special Needs Co-ordinator (SENCO)

  • The SENCo is responsible for the operation of the Special Needs Policy and Co-ordinator of specific provision made to support individual children with SEND.
  • The SENCo liaises with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected.
  • The SENCo has regular contact with a wide range of external agencies that are able to give more specialised advice.

If you have any concerns regarding SEND matters do not hesitate to contact the SENCo.


Glossary of the most used SEND terms

ADD Attention Deficit Disorder
ADHD Attention Deficit and Hyperactivity Disorder
ASD Autistic Spectrum Disorder
CAF Common Assessment Framework
CAMHS/HYMS Child and Adolescent Mental Health Service/Healthy Young Minds Stockport
CoP Code of Practice
CP Child protection
EBD/SEMH Emotional and Behavioural Difficulties/Social, Emotional and Mental Health Difficulties
EHCP Education Health and Care Plan
EAL English as an Additional Language
EP Educational Psychologist
FSM Free School Meals
HI Hearing Impairment
IBP/SSP/TLP  Individual Behaviour Plan/SEN Support Plan/Teaching and Learning Plan
KS Key Stage
LAC Looked After Child
LEA Local Education Authority
MLD Moderate Learning Difficulties
NC National Curriculum
OT Occupational Therapy
PCR Person Centred Review
PSP Pastoral Support programme
SALT Speech and Language Therapy
SEND Special Educational Needs and Disability
SENCo Special Educational Needs Co-ordinator
SpLD Specific Learning Difficulty
TAC Team Around the Child
VI Visual Impairment


Current SEND updates

What is Pupil Premium?

The Pupil premium was first introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last 6 years (known as EVER 6 FSM). Schools also receive funding for children who have been looked after and children of service personnel.

Why has it been introduced?

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

Who decides on how the money is to be spent?

In most cases the Pupil Premium is paid direct to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what their pupils need.

How are schools accountable for the spending of Pupil Premium?

They are held accountable for the decisions they make through:

  • The performance tables which show the performance of disadvantaged pupils compared with their peers.
  • The new OFSTED inspection framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil Premium.

Children and Families Bill 2013

The Children and Families Bill takes forward the coalition Government’s commitments to improve services for vulnerable children and support families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from 0-25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.

It takes forward the reform programme (Support and aspiration) by:

  • replacing statements and learning difficulty assessments with a new birth to 25 Education, Health and Care plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they can have more control over the support they need;
  • improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
  • requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish ‘local offer’ of support

What is the local offer?

Stockport will set out, in one place,’ information about provision they expect to be available across education health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care(EHC) Plans. In setting out what they ‘expect to be available’, local authorities should include provision which they believe will actually be available’. (para 4.1, Code of Practice Jan 2015)

What will it do?

It will provide clear, comprehensive, accessible and up to date information about the available provision and how to access it. It will also make provision more responsive to local needs and aspirations by directly involving disabled children and those with SEN and their parents, and disabled young people and those with SEN, and service providers in its development and review (para 4.2, Code of Practice Jan 2015).

Key principles of the local offer

The local offer should be:

  • collaborative
  • accessible
  • comprehensive
  • transparent


A series of questions have been devised in consultation with the SENCo, Headteacher, SEN Governor and a Parent Forum. We feel these questions reflect any concerns and interests parents, carers and agencies may have. Here are the answers and more information about the school offer from Arden Primary. Should you have any further questions, please do not hesitate to contact the school office.


SEN Information Report

We know when pupils need help if:
  • Concerns are raised by Parents/Carers, teachers or the child
  • Limited progress is being made
  • There is a change in the pupil’s behaviour or progress
The class teacher is the initial point of contact for responding to parental concerns. If you have concerns then you may also contact Ruth Sumner who is the SENCo (Special Education Needs Co-ordinator).
Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional support by the teacher or a teaching assistant within the class. If a pupil has needs related to more specific areas of their education then he/she will receive intervention in a small focus group. This will be run by the teacher or by the teaching assistant and last a few weeks – usually half a term. Interventions are carefully planned and results inform us if sufficient progress has been made. Pupil progress meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This is an opportunity to identify any potential barriers in order for further support to be planned. Occasionally a pupil may need more expert support from an outside agency eg Occupational Therapy, Learning Support, Speech and Language etc. The SENCo will refer, with your consent, and an assessment will be made. If appropriate, a programme of support will be provided for your child and you will receive a copy. The Governors of Arden Primary School are responsible for entrusting a named person – Miss N.Haddock (Headteacher) to monitor Safeguarding and Child Protection procedures. She is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and the school’s Single Central Record. The Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They also monitor and review the accessibility plan and all other statutory policies as defined by the DfE. The Governors’ Inclusion and Safeguarding Governor is Mr Phillip Wilkinson.
A child with special needs will have their work differentiated by the class teacher to enable them to access the curriculum more easily. The Class Teacher may direct Teaching Assistants (TA’s) to work with the pupil in a 1-1 or in a small focus group to target more specific needs. If a child has been identified as having a special need they will have specific targets and objectives set according to their need. These targets are monitored by the class teacher and reviewed during the year alongside the SENCo. If appropriate, specialist equipment may be given to a child with special needs to enable them to access the curriculum more easily. Examples of these are fidget toys, concentration cushions, slope boards, pencil grips, timers, chew toys and pop up barriers.
Your child’s class teacher is available to speak to after school if you wish to raise a concern or you can phone school to make an appointment. You will be able to discuss your child’s progress at Parent’s Evening which is held twice a year (usually in the Autumn and Spring terms.) The SENCo holds SEND reviews twice a year, for children who have an EHCP, involving parents, teachers and outside agencies working with the child. Progress is discussed and targets are reviewed. Class teachers will review SEN Support plans with parents during or near parents evening. School sends out a report about your child’s progress at the end of the Summer term.
The class teacher is the first point of contact to suggest ways of how you can support your child. Mrs Sumner and particularly Ms Garner, our Pastoral Manager, can meet with you to discuss how to support your child if there are any social, emotional or behavioural barriers to learning. Our Outside Agencies, who have worked or are currently working with your child, can advise you in supporting your child at home. You can also work with school to support your child's learning by:
  • reading at home regularly - listening to your child and reading to them
  • supporting any additional activities that are sent home, either by school or other agencies
  • sharing information about your child's strengths and areas for development
  • regularly informing/communicating with your child's Class Teacher anything that they need to know
  • attending any parents information evenings or progress meetings that are held in school
  • contributing to your child's plans and one page profiles
  • being positive with your child and recognising the small steps of progress they make
Arden Primary school offers a wide variety of pastoral support for pupils who have emotional difficulties. These include:
  • Ms Garner, the school’s Pastoral Manager. They are able to support children and families to help them to overcome social, emotional or behavioural barriers to learning through identification and assessment of need. This also involves signposting families to external agencies for support. They are also available to support the children’s social and emotional well-being and improve school attendance. They can work with children in a small group or on a one to one basis to help pupils overcome their barriers to learning, ensuring that they are supported to achieve the best possible outcomes. The children can also access ‘Time to Talk’ with the Learning Mentor/Pastoral Manager. The children are given the opportunity to discuss any concerns that they have and can be offered to them. Staff members can refer families and children to the Pastoral Team.
  • Alternative provision can be made for pupils who find the classroom or lunchtime environment stressful. Children can be supported at break times if they find this a challenge, and different areas within school can be made available for alternative activities when necessary.
  • The Head teacher, SENCo and class teacher are always available for pupils who wish to discuss issues and concerns. Ms Garner also supports the Headteacher in the role of Deputy Designated Officer for Child Protection.
  • In addition to support from our Pastoral Team, children at Arden Primary can be supported by Mrs Terry, the school's Behavioural Mentor.
  • The MAPLE (Mindfulness Approaches for a Positive Learning Environment) room offers a high nurture low challenge environment where well being is promoted and resilience is encouraged. Children who access MAPLE gain skills and coping strategies to allow them to access a mainstream classroom. MAPLE also offers support with transition.
Where a pupil has specific medical needs, a care plan is written and updated annually. This is written in consultation with parents/carers, the class teacher, Miss Adams and Mr Briggs (the school medical co-ordinators) and the school nurse. Locked medicine cabinets are located in classrooms and teachers take out a first aid bag (including inhalers) when outside or on educational visits and when going swimming. Arden has named First Aid trained staff in all Key Stages of the school. Children with severe medical needs have their information in key areas in school for staff to have heightened awareness of their needs. Staff are updated regularly at staff meetings on any changes to children’s needs. Prescribed medicines are allowed in school but must come through the office and be signed for by the parent. A medical request form must be completed and signed by the parent or carer. Staff at Arden have received training in : Epilepsy and using an Epipen, Asthma, Diabetes, Using a Defibrillator training (The defibrillator is located in the Community Room) Emergency inhalers are held in school and will be administered by staff if a consent form has been signed by parents.
Arden has a wide variety of support for pupils who are encountering social, emotional and mental health difficulties. The Behaviour Mentor and/or the Pastoral Team are available to discuss any concerns with children and their families and works in partnership with those who need additional support in this area. The Behaviour Support Service (BSS) visit the school fortnightly. Individuals or small groups have sessions with the BSS teacher. Referrals to this service are made by school if more expert advice and teaching is required for the pupil. Arden offers nurture group intervention from the Pastoral Team and staff can refer the names of children who would benefit from these sessions. Arden staff are trained in using a ‘Restorative Approach’ to help children to solve conflicts. This approach enables children to resolve their conflicts through discussion. The behaviour policy explains this in more detail. Alternative arrangements can be made during break and lunchtime for children who find these times a challenge. The SENCo and class teacher write a ‘one page profile’ for children with EBD. This page is a quick reference for teachers and professionals working with the child to view the areas of difficulty and the strategies to apply. We encourage the child to contribute to their one page profile. Other documents such as a ‘My Plan’ can be written which outlines difficulties and strategies in more detail. Pupils may sometimes need to be educated outside of their classroom in order for them to access the curriculum. Arden staff follow a behaviour policy and pupils are aware of the Golden Rules. Arden has a ‘Restore and Repair’ procedure whereby, if children do not follow the rules and requests from teachers, they stay back during some of their lunchtime to reflect on their behaviour. When behaviours are unacceptable, exclusions can be made for a fixed period. The Maple team also support children who may have social, emotional and mental health difficulties.
At times, it may be necessary to consult with outside agencies to receive their expertise. Some agencies have contracted time at our school, others will visit when requested. The SENCo and Headteacher will judge when referrals and expertise from these agencies is required and contact the services with parental permission. Some of the agencies used are:
  • LSS (learning support service)
  • BSS (behaviour support service) including Primary Jigsaw
  • School Nurse
  • SALT (Speech And Language Therapy)
  • OT (Occupational Therapy
  • ESSI (Education Service for the Sensory Impaired)
  • P.I (Primary Inclusion)
  • E.P (Educational Psychologist)
  • Young Carers
  • Social Services
  • Virtual School (Looked after children)
Arden has a number of trained staff to teach and support children with special educational needs. The SENCo has the National Award for SEN Coordination. All staff have had training on Restorative Approaches to resolve conflict and Team Teach (use of de-escalation strategies and positive handling strategies for when a child in a crisis. Arden has SEN TA’s who have received training in the following:
  • S.E.R.I (Stockport Early Reading Intervention)
  • B.R.P (Better Reading Partnership)
  • Maths Recovery
  • Carol Bright Maths
  • P.A.T (Phonological Awareness training)
  • Narrative, Speech and Language Therapy
  • Supporting children with Autism
  • Supporting children with Down’s syndrome
  • Supporting children with dyslexia
  • Supporting children with dyspraxia
  • Supporting children with social, emotional and mental health difficulties
  • Supporting children with Attachment
  • Supporting bereaved families
  • Lego Therapy
  • Yoga
  • Mindfulness
  • Multisports coaching
  • Restorative ambassador - play therapy including sensory.
Arden is a fully inclusive school and activities and school trips are open to all. Risk assessments are carried out and procedures are put in place to enable all children to participate. If a child requires a more intensive level of support or an additional adult, a parent/carer may be asked to accompany their child during the activity. Residential Visits take place in Year 4 and Year 6. During the planning stage every attempt will be made to include all children and may involve a school/parent meeting to discuss details and accessibility.
As a school, we are happy to discuss individual access requirements. Facilities we have at Arden include: Push button exits on some doors Ramps to enter the building in several locations Arden’s new build (January 2016) has full disabled access and lifts and a Hearing loop in the main hall and entrance.
Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include: Year groups visit their new teacher for a session in the last half term.
  • Open evenings provide an opportunity for parents to speak with the current teacher and the new teacher.
  • All Y5 pupils with a EHCP have a transition meeting during the Summer term. This is to plan for provision and resources for the receiving High School. Arden holds transition meetings for children with an EHCP or significant needs in the Summer term. (This includes children who are Looked After). The reviews involve the teachers, the TA, the parent and any other significant agencies.
  • Arden ensures that any child leaving the school has their school records sent to the receiving school and, if appropriate, we will contact the school to discuss any individual’s needs.
  • The SENCO and/or the Year 7 Inclusion Manager from the feeder High School comes to Arden to meet any children with special educational needs. Records are passed on and provision and support are discussed.
  • Children in Y6 with special educational needs have the opportunity to go for additional visits to High School prior to their transition day in July.
  • Y6 pupils with special educational needs have additional transition resources to work on with adult support whilst still at Arden.
  • In addition the MAPLE Team work with children to support in-year and cross-phase transition.
The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs. Additional provision may be allocated after a concern has been raised during discussion at pupil progress meetings. Additional support may include the deployment of staff to an individual. School ‘Buy Back’ additional support sessions from the Learning Support Service (LSS), Speech and Language (SALT) and from the Educational Psychology Service. Stockport's Behavioural Support Service (BSS) also support children and staff in school.
These discussions are made in consultation with the class teacher, SENCo and the Head teacher. Decisions are based on termly tracking of pupil progress and SEN assessment by outside agencies. Children who have an EHCP (Education, Health and Care Plan) usually have provision and support stated on their plan. School may receive advice from an outside agency recommending additional support. Support can be through an intervention in groups or individual lesson support. This can be short or longer term, depending on need.
All parents are encouraged to contribute to their child’s education. It is important you know your child is getting the right support. This can be done through: Discussions with the class teacher Discussions during Parents’ Evenings Discussions with the SENCo or other professionals working in special educational needs Discussions during our Person Centred Reviews and by including your comments in the writing of SEN Support Plans and One Page Profiles..
If you wish to discuss your child’s special educational needs further, please contact the school office to arrange a meeting with the SENCo or Headteacher. For further advice in supporting parents contact: KIDS:Information Advice Service Stockport (IASS) - Tel: 0161 4803189 or email: This service offers free, impartial and confidential information, advice and support for parents and carers.  Please also see Stockport's local offer: PIPS (Parent in Partnership Stockport) – independent local parent/carer forum. Run by parents. email 07786 101072. I hope I have answered any queries you may have had through this school offer. Do not hesitate to contact the school if you have further questions. Ruth Sumner SENCO updated February 2020