The SEN Information Report


1. Who is the school’s SEN Coordinator (SENCO)?

Mrs Ali Bowden, Assistant Head.


2. Who are the school’s SEN Governors?

Further information to follow


3. Who is on the Christ Church C of E First School and Nursery SEN Team?


* Ali Bowden

SEN intervention staff:

* Wendy Rollason

* Claire Schneider

* Di Wright

In-class SEN support staff:

* Bianca Baker

* Rhys Evans

* Emma George

* Kelly Mounty

* Donna Robb

* Jo Sherred

* Marc Taylor

KS2 Learning Hub Staff:

* Karen Tizard

Parent Family Support Advisor (PFSA):

* Provided through the Frome Learning Partnership team

Play Therapist:

* Lucy Rutterford


4. What is a special educational need?

A child or young person has a SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally
provided for others of the same age in mainstream schools or mainstream post-16 institutions.


5. What are the four categories of need in the SEN Code of Practice?

The four categories of need in the SEN Code of Practice are:

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

To read more, please see the SEN areas of need section, below.


6. How does Christ Church know if children need extra help?

We receive information from parents and carers, and/or from professionals when a child enters our school or nursery. We also track each child’s progress (in any area including social or emotional development) to see if it:

(a) is significantly slower than that of their peers starting from the same baseline
(b) fails to match or better the child’s previous rate of progress
(c) fails to close the attainment gap between the child and their peers
(d) widens the attainment gap
(From SEN Code of Practice 2014 )

Children’s progress is tracked carefully by class teachers and reviewed at regular team meetings and at termly meetings by the Senior Leadership Team.


7. What should I do if I think my child may have special educational needs?

If you have any concerns, please speak to your child’s teacher in the first instance or with the school SENCO, Ali Bowden.


8. How will school staff support my child?

In the first instance, any concerns will be addressed through “Quality First Teaching” in the child’s class – this will include a more personalised approach and careful differentiation within the classroom.

Where a child continues to make less than expected progress, the teacher (with the support of the SENCO where necessary) will provide small group or individual additional targeted support, this may include assessing their needs using appropriate assessment tools.

If a child continues to underperform, then the SENCO will become involved to carry out appropriate assessments to provide more specialised, individual support. At this stage parents will be informed that their child is needing additional support and a shared plan will be written, with you and your child. Staff from the SEN team may work with your child at this point.

If in-school support does not have an impact or if a child’s needs require more specialist assessment, the SENCO will refer to appropriate external support agencies to provide advice to the school on how to meet the child’s needs.

In school, SEN learning interventions are tailored to meet the needs of the child and these include Individual Literacy Intervention;  1:1 tuition in phonics, reading, writing or maths; Speech and Language therapy, Learn 2 Move, following therapist-provided programmes or based on in-school assessments. Other support may involve additional resources, programmes from the Occupational Therapist or Physiotherapist or personalised learning plans.

All interventions are reviewed at least termly by either the SENCO or the class teacher to measure their effectiveness.


9. How will the curriculum be matched to my child’s needs?

At Christ Church, we believe in a practical approach to learning.

Our topic-based approach to the curriculum allows and encourages children to make relevant links between different areas of learning.

When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily, or more personalised methods to support them to access the curriculum e.g. resources or adaptations.

Learning Support Assistants (LSAs) may be allocated to work with the pupil in a 1:1 or small focus group to target and support more specific needs where appropriate.

If appropriate, specialist equipment may be given to the pupil to support their access.


10. How will I know how my child is doing and how will you help me to support my child’s learning?

Parents and carers play a key part in identifying children’s needs. Where a child has existing SEN, details about how to best meet their needs will be gathered from parents on entry.

School parents’ evenings are held termly to discuss children’s progress and review how their child’s needs are being met. These are of extended length for parents of children with SEN. A child’s SEN Passport, including a support plan, will be reviewed and written in collaboration at this meeting. Support plans will include what additional provision will be provided at school and how this can be supported at home. Additional meetings can be arranged to meet with the SENCO or class teacher if needed.

Where a child has an Education and Health Care Plan (EHCP) there will be an Annual Meeting in addition to termly reviews.

Where a child has an assigned LSA, daily conversations about their life at home and school can take place to ensure the best support and communication.

If there are any particular areas which you feel it would be helpful to target support to your child at school, these should be raised with the teacher and they can be put into the next support plan if appropriate. Parents views are also sought annually through a questionnaire (see below)


11. What are the arrangements for consulting and involving children with SEN?

Any child who is in receipt of additional SEN support will have a SEN Passport. This includes a One Page Profile which gathers the child’s views on what is important to them, how best to support them and long-term outcomes needed.

Current aims and provision will be shared with the child and how they can best achieve within this, including what they can do at home.


12. What support will there be for my child’s overall well-being?

We pride ourselves on our positive, nurturing ethos, which focuses on inclusion and helps children to form trusting relationships with their peers and with adults working at Christ Church.

Each class has a full-time LSA, as well as other part-time staff to offer support to all children.

We provide a range of support and interventions for children in this area:
Key Stage 2 Learning Hub;
Little Gems Nurture Group;
Talkabout Social Skills Groups;
Forest School;  
Play Therapy;
PFSA/FSP worker/Thrive Practitioners:
ELSA work.
(Please see provision map in the SEN passport for the full scope of provision we provide in this area.)

Where a child has specific medical needs, a plan will be drawn up in consultation with health professionals to ensure that needs are met, this includes Toilet Management plans where needed.

Where a child needs support with behaviour it is essential to explore the reasons for this behaviour, working together with parents and outside agencies. We have a school behaviour policy that is consistent throughout the school.

If a child’s behaviour needs do not fit into the school system, then an individual support plan may be drawn up in consultation with parents.

All school staff are trained in Team Teach (a de-escalation technique and certified restrictive physical intervention method, though this is only used where necessary in a very few cases).


13. What specialist services and expertise are available at or accessed by the school?

In-school specialist support:

Lucy Rutterford (Play therapist)

External agencies we can access include:

  • Area SENCO
  • SLCN team (including Autism support)
  • CAMHS (Child & Adolescent Mental Health Service)
  • Critchill Special School resource base
  • Education Attendance Officer
  • Educational Psychologist
  • Frome Learning Partnership (FLP) Team around the school panel
  • Health Visitors
  • Hearing support service
  • Integrated Therapy Service (Speech & Language/Occupational Therapy/Physiotherapy)
  • Learning Support Service
  • Local Hospital (Paediatricians)
  • Physical Impairment and Medical Support Service
  • Portage Workers
  • Social Services
  • Vision support service


14. What training has the staff supporting children and young people with special educational needs and disability (SEND) had?

All school staff have received accredited Team Teach training, attachment training, ACEs and Child Protection Training.

Where appropriate, staff have received additional training in the following areas:

  • Autism awareness (including Autism in Early Years) (AET)
  • Elklan Speech and Language
  • ELSA training
  • Forest School
  • Hearing awareness
  • Individual Literacy Intervention
  • Moving and Handling
  • Somerset Total Communication (or Makaton)
  • Sensory integration workshops
  • Theraplay
  • Trauma Informed Schools Diagnostic Assessment
  • Vision awareness
  • Learn to Move


15. How will my child be included in activities outside the classroom, including school trips?

We are committed to ensuring that all children have access to external visits and trips. In all cases a plan will be put in place, with appropriate external agency advice where necessary, and risk assessments carried out. Where for physical reasons a child cannot participate, for example in an adventurous activity, alternatives will be provided where needed.


16. How accessible is the school environment?

Christ Church First School is a fully accessible flat site, with a proven history in supporting children with physical disabilities. We have a fixed hoist and disabled toilet, and several staff are Moving and Handling trained.

Where a child has other needs, such as visual needs, the site has been adapted to meet these needs, for example lines painted to show changes in level and blinds fitted for light sensitivity.


17. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

For children starting the school in Nursery or Reception with known needs, an ‘Entry planning meeting’ involving all professionals and parents will be held to plan the transition and provision.

On starting school, several “Starting School” sessions for parents and children are provided to enable good, supportive transition.

Photo books about the child’s new class/school will be provided for those children who need this.

All children participate in a transition morning.

On transition to middle school, SENCOs meet to discuss all children with additional needs.

Middle school SENCOs are invited to the Annual Review Meeting.

Additional meetings for vulnerable pupils are arranged between class teachers.

Additional visits are arranged for those children who need this support.

School Entry Planning meetings are arranged with the middle school and parents for those children with the highest needs.


18. How are the school’s resources allocated and matched to children’s special educational needs?

The SEN budget is allocated each financial year and is used to provide a wide range of support, including learning and pastoral intervention staff, resources, accessibility arrangements, staff training, SENCO time, administration and supply cover.

Each child’s needs are considered in terms of allocating intervention support, ie are children making progress with Quality First Teaching.

Individual learning support staff are provided through higher level funding where appropriate.


19. How is the decision made about what type and how much support my child will receive?

When the children join the school, support is initially deployed on the information provided by the feeder school/nursery and parents. In consultation with the Headteacher, the SENCO will allocate teaching assistants to individuals or pairs of children with the highest need to support them in class or in other intervention groups tailored to the pupils’ needs.

During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being, then other interventions will be arranged. All interventions are evaluated for their effectiveness, and decisions are then made about whether a child has made appropriate progress.


20. What are the arrangements for the admission of disabled children to the nursery or school?

If your child has a disability and you would like a place at the nursery, please contact the school office (01373 463781) initially to enquire about spaces and ask to speak to Ali Bowden (SENCO) to discuss your child’s needs and how we can best meet them. We will be happy to arrange visits to the site and arrange pre-school entry meetings to ensure provision is made for any extra needs.


21. Who can I contact for further information or if I have a concern?

The first point of contact for any further information should be your child’s class teacher.

If you remain concerned, please contact the school SENCO, Ali Bowden.

If you are a new parent, please feel free to contact the school SENCO for further information about our school and provision.

SENDIAS – 01823 355578 or visit the website

Parent Carer Forum – 01458 259 384 or visit the website


22. What do other parents say?

100% of parents said teachers explain the additional support their child receives.

93% (13/14) of parents said class teachers explained how well their child is progressing.   

93% (13/14) of parents felt class staff listened to their views about their child's needs.

93% (13/14) of parents said their child was happy and progressing in school.

Parent’s comments;

" Teachers have done amazingly to guide ** and help her progress, this I am very thankful for."  (Aut 2021)

" This school has gone above and beyond for **! Ensuring that he has everything he needs to make school as easy as possible.  They have made sure he is included in all activities and nothing ever seems too much to ask!" (Aut 2021)

" ** loves school, I've never heard her say she doesn't want to go." (Aut 2021)

" ** is very happy at school." (Aut 2021) 

" I was left with no questions as everything was explained and gone into detail about extra support." (Aut 2021)

" Really pleased with the help and support our son is receiving."  (Aut 2021) 

" Teachers explain everything well and are very approachable and friendly." (2019)

" All staff work well to provide extra help when needed." (2019) 

" We receive regular feedback in regards to progress." (2018)

" Adores school and is excelling in the school environment." (2018) 

23. Links to our policies;

SEN policy

Accessibility Plan

Anti Bullying Policy

Behaviour Policy

Core Standards

Local Offer

Complaints policy

Key equality documents:

Equal Opportunities Policy

Equality Duty “Statement of Objectives” (see below)

SEN Passport blank (includes provision map)

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Christ Church Equality Duty "Statement of Objectives" for 2021–22

Equality of opportunity for all

As a Christian learning community, Christ Church C of E First School is committed to upholding the biblical principle that all human beings are made in the image of God and, as such, should be welcomed, accepted and valued as unique individuals of equal value and dignity.

At Christ Church, we believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit here. We want every adult and child to feel proud of their identity and able to participate fully in school life. With this in mind, we work to develop good relations between people from different groups. Our culture of inclusion is summed up by our school vision:

We want Christ Church to be a shining example of Jesus’ love and kindness. We are an inclusive Christian learning community where everyone is welcome and valued, and all are inspired to be the best they can be. We want all children to thrive and flourish in every way, developing a love of learning, discovering their unique strengths and talents, and growing in character and confidence so that their light shines brightly for all to see.

We are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of age, disability, gender, gender identity, pregnancy or maternity, ethnicity, colour or national origin, religion or belief, sexual orientation or socio-economic background.   

As a school, we aim to tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes, and creating an environment which champions respect for all. We try to make sure that our school is a safe and secure place for everyone. We do not put up with unfair treatment or bullying of any kind. In recognition of this, Christ Church has been certified by the equality charity Stonewall ( as a “School Champion” in recognition of our ongoing work to promote dignity, diversity, respect and tolerance.

We recognise that people have different needs and we understand that treating people equally does not always involve treating them all the same. When people face particular difficulties they need extra support to help them achieve success and we try to do this for people in our school community.

We also try to make sure that people from different groups are consulted and involved in our decisions, for example, through talking to pupils and parents/carers, and through our School Council.

Our school has the following equality objectives:

1)  Develop our school curriculum design and provision to ensure the highest quality of education for all children across the whole curriculum – clarifying the content and sequence for teaching all National Curriculum subjects plus RE and PSHCE from Nursery to KS2.

2)  Develop pedagogy and practice – making sure that how we teach takes account of research about how children learn and how long-term memories are formed.

3)  Improve enjoyment and achievement in reading – keeping reading as a highly visible priority for the whole school community, i.e. children, parents, staff and governors.

4)  Improve the progress and attainment of all Gypsy/Roma/Traveller (GRT) children across the curriculum and in all classes so that any attainment gap between GRT and non-GRT pupils is eliminated.

5)  Improve progress and attainment for all groups, especially SEN, Pupil Premium, GRT and summer born in:

  • Phonics
  • Reading
  • Writing
  • Maths
  • all National Curriculum foundation subjects plus RE and PSHCE

To read the Christ Church Equality Duty Policy, click here.

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