SEN Information Report
This report explains how our school meets the needs of children with Special Educational Needs and Disabilities.
2024 - 2025
Which Special Educational Needs are provided for at South Malling?
Children with SEN and disabilities (SEND) are very welcome at our school and we are determined that all children will achieve as well as they can in a welcoming, caring and inclusive community. In accordance with the Children and Families Act 2014, we work closely with children and their parents/carers on all aspects of provision and decision-making.
At South Malling, children are identified as having special educational needs for a number of reasons. These can include:
- Attainment in learning that is far below their chronological age
- Concerns raised by parents
- The need for support that is 'additional to or different from' that of their peers
- Information received from teachers at any previous schools
- Information from specialists outside of the school
- Medical and health diagnoses from doctors or hospitals
South Malling is an inclusive school and we work hard to meet the needs of all children with different SEND needs.
Currently this includes:
- Autism
- ADHD
- Dyslexia
- Dyscalculia
- Global Developmental Delay
- Physical conditions such as Cystic Fibrosis
- Speech and Language delays and disorders
- Social, Emotional and Mental Health difficulties.
SEND Regulations 2014
South Malling Primary School is fully compliant with Section 69 (2) of the Children and Families Act 2014, the SEN and Disability Code of Practice 0-25 years Section 6 and Regulation 51 and Schedule 1 of the Special Educational Needs and Disability Regulations 2014.
We recognise that every child is different and we pride ourselves on getting to know each child's strengths, interests and difficulties. We aim to identify any difficulties early and provide support as soon as possible, using the graduated approach - Assess, Plan, Do & Review. All children are welcome and we work hard with the children and their parents / carers to meet their needs.
How does South Malling identify if a child has a Special Educational Need?
We aim to identify children’s Special Educational Needs or disabilties (SEND) as early as possible, so that the child achieves the best possible outcomes. For some children, Special Educational Needs can be identified at an early age, however, for other children difficulties become evident only as they develop.
Slow progress and low attainment do not necessarily mean that a child has a Special Educational Need. Equally, attainment in line with chronological age does not always mean that there is no learning difficulty or disability.
Difficulties related solely to limitations in English as an additional language are not a Special Educational Need.
A pupil has a Special Educational Need where their learning difficulty or disability calls for special educational provision—that is, provision which is "additional to or different from" what is available to all pupils of the same age.
We assess each pupil’s skills and level of attainment regularly throughout the school year. If a child is making less progress than we would expect for their age or individual circumstances, we will make some reasonable adjustments and support for up to 12 weeks. If, after this support, progress is still slow, the Inclusion Manager / SENCO works closely with the class teacher to decide on next steps (such as further assessments or different support). Parents and carers are kept informed throughout the process.
We use a range of tools to help us identify if a child has a special educational need. These include:
• Checklists of observable behaviours
• Dyslexia screening tests
• Maths assessment tasks
• Speech Link and Language Link software
• Physical agility assessment activities (Jump Ahead)
• Emotional and Social assessments
• Executive Function skills assessments
We also work with external agencies such as Speech Therapists, Occupational Therapists and Educational Psychologists when assessing some children. Parental permission is sought for all assessments.
Children may have difficulties in one or more of the four areas of special educational need:
• Communication and interaction – including speech and language difficulties and autism
• Cognition and learning – including developmental delay and specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
• Social, emotional and mental health difficulties – including difficulties with behaviour, attention deficit hyperactive disorder, an attachment disorder or anxiety.
• Sensory and/or physical needs- including visual and hearing impairment, dyspraxia, cerebral palsy and other physical disabilities or medical conditions which affect a child’s learning.
How will South Malling School support my child?
We can provide a range of support for children with special educational needs or disabilities, tailored to each child's individual needs and circumstances
Here are some examples of the support we can offer in school:
- In-class support: Extra assistance from teachers or teaching assistants.
- Academic support: Pre- and post-learning activities for maths and English.
- Speech and language therapy: Specialised programs to improve communication skills.
- Physical development: Jump Ahead activities to enhance physical skills.
- External support: Services provided by the local authority, including:
- CLASS (Communication, Learning and Autism Support Service)
- Educational Psychologists
- Speech and Language Therapists
- Occupational Therapists
- Mental health support: Counseling, coaching and play therapy to promote mental well-being.
- Social skills development: Programs to improve social interaction skills
Class teachers are responsible for any child with Special Educational Needs (SEND) in their class. They monitor each child's needs and plan for any necessary additional support. Children with SEND work with both the class teacher and the teaching assistant, using a team-teaching approach. The class team meets regularly with the SENCo to monitor each child's progress.
The school SENCo is responsible for overseeing the progress of all children with SEND across the school.
English as an Additional Language
We support students for whom English is an additional language. All staff are made aware of the need and adjust plans accordingly. We monitor their progress carefully and provide learning support and mentoring for those students who are not making expected progress. Please contact your child’s class teacher if you feel that your child needs more help in this area.
What support is there for children’s overall well-being and their emotional, mental and social development?At South Malling we place a high priority on everyone's Mental Health and Emotional Well-being and have a substantial team of support:
Mrs Burgess, trauma-informed practitioner
Sarah Burnard, Learning Mentor
Judy Yeomans, Play Therapist
TLG Coaches
We also access support from external sources such as the East Sussex Behaviour and Attendance service, CAMHS (Children and Adult Mental Health Services), The Virtual School (for looked after and adopted children) and Early Help (Children’s Safeguarding Services).
Personal, Social, Health and Citizenship education is planned for and taught on a weekly basis in ‘Life Skills’ lessons, Collective Worship & Class Meetings.
These policies ensure that (to the best of our ability)all children feel safe and are protected from harm :
• Personal, Social, Health and Citizenship Education
• Anti-Bullying statement and procedures
Behaviour Policy
• Safeguarding
All relevant policies can be found here
How are parents and carers involved in reviewing children’s progress and planning support?
We are committed to working alongside parents and carers of children with Special Educational Needs and Disabilities (SEND). We believe that the best outcomes are achieved when home and school collaborate to meet the needs of every child. Parents and carers are always welcome to visit the school to discuss their child's needs, support, and progress.
There are two teacher consultation meetings per year, and a written report is provided at the end of each academic year.
All children with SEND have an Additional Needs Plan, which outlines clear outcomes and the support in place to help the child achieve these outcomes. These plans are reviewed and shared with parents and carers at least three times a year, and we encourage parental involvement in shaping these plans.
What training do staff have?
When we plan support for a child, we consider the knowledge and skills that their teachers and support staff will need and arrange tailored training as necessary.
There is an annual SEND training plan for all staff, which includes topics such as:
- Writing and Reviewing Additional Needs Plans
- Dyslexia
- Dyscalculia
- Autism
- Sensory Processing Disorder
- Precision Teaching
- Nessy and Wordshark
Some staff have specialist training in mental health, attachment disorder, speech and language delays, as well as medical conditions such as Cystic Fibrosis, Diabetes, and toileting needs.
Our Inclusion Manager, Ms. Annie Schulte, holds the National Award in Special Educational Needs Coordination (July 2017).
How do we evaluate the effectiveness of our provision?
We regularly and carefully review the quality of teaching for all pupils to ensure that no one underachieves. Teachers meet with the Inclusion Manager for an Additional Needs Meeting at least three times a year to discuss planned outcomes, support, and progress for children with additional needs.
We use the East Sussex Quality Mark for Inclusion audit to ensure that we meet the inclusion standard thresholds expected by all East Sussex Schools. This is shared with our SEN governor, Mandi Ramshaw, who reports to the full governing body.
We invite parents to meet with us when they have a concern or query so that we can work together and listen to their view. There is a SEND parent forum on the first Thursday of every term and an anual survey for parents / carers of children with Special Educational Needs.
In our most recent Ofsted inspection (February 2020), it was noted that, "Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are very well supported with their learning. The inclusion leader ensures that there are effective interventions in place. Teachers make sure that work is carefully planned to help pupils succeed. Pupils who are disadvantaged and those with SEND achieve well."
In June 2024, 28% of our Year 2 children were registered as having a special educational need or disability. The percentages below show how many of these children reached the expected standard for the end of Key Stage One.
| Year 2 teacher assesment | % of SEND children reaching the expected standard |
| Reading | 50% |
| Writing | 25% |
| Maths | 50% |
In June 2024, 36% of our Year 6 children were registered as having a special educational need. The percentages below show how many reached the expected standard for the end of Key Stage Two.
| Key Stage 2 SATS | School SEN | National SEN |
| Reading | 50% | 41% |
| Writing | 30% | 30% |
| Maths | 50% | 37% |
How are pupils with SEN enabled to engage fully in school life?
All children, including those with special educational needs and disabilities, are encouraged to be proud of who they are, celebrate their strenghts and accept their difficulties. We word hard to encourage all children to participate in extracurricular activities and school trips. We work with parents and pupils to listen to their views, feelings, and wishes, and do what we can to ensure that pupils with SEND have the same opportunities and experiences as everyone else.
Our school is mostly wheelchair accessible (our upper playground is not wheelchair accessible). We have a lift, accessible toilet and changing facilities, and there is visual signing around the school. We are aware of our responsibilities under the Equality Act and make reasonable adjustments and provide auxiliary aids and services to prevent disabled children from being disadvantaged.
We access support from the English as an Additional Language service to support children whose first language is not English to access the curriculum, understand school life, and communicate with parents/carers whose first language is not English.
Some staff are trained in Makaton, and we provide a British Sign Language interpreter service.
Our accessibility plan can be found here
How will South Malling prepare and support my child when joining the school and transferring to a new school?
New joiners
We encourage all new children to visit our school prior to starting. At this visit, we invite you to a short meeting with our headteacher where we can gather as much information as possible about your child. If your child has a special educational need or disability, they may wish to visit more than once, which is encouraged. We will liaise with any previous schools to gather as much information as possible about your child and any additional needs they may have before they start. All of this information helps us determine the type of support and arrangements needed to meet your child's needs effectively, ensuring that they are able to fully access the school's curriculum
Leaving us
When children are preparing to leave us for a new school, we liaise with their new school and pass on any information that will help them. Any support plans or health care plans will also be transferred to their new school. We also do our best to offer transitional support before they leave, so that they feel confident about their new school. Many Year 6 children have extra visits to their new secondary school, in the term before they leave South Malling.
Further information, advice and support.
General Support
East Sussex Local Offer Directory of Services
Amaze - for families with disabled children and young people in Sussex
Family Hubs
ADHD
Young Minds - A guide for parents and carers - Supporting your child with ADHD
Autism Support
CLASS+ autism support for families and carers
Mascot - Autism Support Community
Dyslexia Information
About Dyslexia - Nessy
What do I do if I am unhappy about the support my child is receiving?
In the first instance we encourage you to come and talk to us, either the class teacher, SENCO or headteacher. We will always do our best to work together for the best interests of the children. If, after speaking to any of us, you are still unhappy about the way in which the school is addressing your child's needs then please follow the complaints procedure which can be found on our policies page.
How do I apply for a place at South Malling School?
If you are thinking of applying for a place, contact our school secretary, Mrs Cable on 01273 473 016.
If you want a place for a child who has an Education Health and Care plan, contact your Assessment and Planning Officer at East Sussex County Council. If you want a place for any other child with special educational needs, you should apply as normal and your application will be considered in the same way as applications from children without special educational needs.
• South Malling follows the East Sussex Admissions policy School admissions - East Sussex.gov.uk