Gray's Farm Primary Academy Information Report

Special Educational Needs and Disability (SEND)


Access to learning and the curriculum

Access to  learning support staff


  • In class
  • In small group settings
  • Through specialist intervention

Strategies/programmes to support speech and language where recommended by clinical decision


  • Access to qualified Speech and Language Therapist
  • Speech and Language Therapist advice disseminated to & followed by teaching staff and support staff
  • Specific differentiation or modification of resources
  • Small group sessions run by specialist Teaching Assistants
  • 1.1 work with specialist Teaching Assistant

Strategies to support/develop literacy including reading


  • Whole school focus on phonics through teacher led sessions
  • In class support to provide opportunities for guided reading and one to one reading
  • Small group intervention programmes
  • Access to specialist dyslexia teaching assistant / structured programme

Strategies to support/develop numeracy


  • Small group intervention programmes
  • Daily 10 minute maths focus ‘MMM’

Pastoral Support

Strategies to support the development of pupils’ social skills and enhance self-esteem


  • Small group programmes
  • Lunch-time nurture group
  • Learning Mentors
  • Social skills groups
  • Lunchtime supervisors

Mentoring activities


  • Learning Mentors 1:1
  • Behaviour support

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)


  • Family Support worker
  • Play therapy
  • Supported lunch and break
  • School Counsellor
  • One to one mentoring social skills
  • Rewards for attendance
  • Regular contact & liaison with parents

Strategies to support modify behaviour


  • School sanctions and reward system as set out in School Behaviour policy
  • School behaviour improvement officer
  • Effective systems for home contact

Support/supervision at unstructured times of the day


  • Lunchtime ‘Listening Ear’
  • Lunchtime Nurture group
  • Trained staff supervising during break periods
  • Trained staff at breakfast club

Planning, assessment, evaluation and next steps


  • Termly progress meetings
  • Detailed data collection and regular analysis highlighting students making less than expected progress
  • Regular review of impact of specific interventions

Personal and medical care


  • Student Support  available for pupils through-out the day
  • Care plans for pupils with medical need
  • Drop in rooms with support staff for students with specific medical needs

Increasing accessibility  - getting about

  • Advice of professionals disseminated and followed
  • Use of any recommended equipment

Access to modified equipment and IT (including programmes specifically for dyslexic learners, Alphasmart boards/laptops for in class work)


  • Specialist equipment as required on an individual basis to access the curriculum

Partnerships  to

Liaison/Communication with Professionals/Parents/Carers, attendance at meetings and preparation of reports


  • Regular meetings as required
  • Referrals to outside agencies as required
  • Speech and Language Therapist for specific individual pupils
  • Sensory support; Educational Psychologist; School Nurse; Social Communication Team all attend school at regular intervals to see specific pupils

Access to Medical Interventions


  • Use of individualised Care Plans
  • Referral to Paediatrician
  • Referrals to CAMHS
  • Access to whole staff training if required via School Nurse

For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child.