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SEND Information Report

Background Information

Age Group: 3 – 11                                    Number on roll: 291

Number on SEN Register: 35                   Number with EHC Plan: 0

Number with EHC Plan in process: 3

SEND Co-ordinator: Mrs Caroline Richardson PGSpLD, NASENCo, MEd

Lead Governor for SEND: Mrs Kath Beecham

At Eastwood Village Primary School we passionately believe that all children should be equally valued in school.  We strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.  As a school we feel that it is essential to build a strong partnership between school and parents where we work together to support all children to reach their full potential and achieve to the best of their ability.

Eastwood Village Primary School is committed to inclusion.  We aim to provide a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.  This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.

Links to the SEND Code of Practice

We aim to achieve the outcomes of the SEN Code of Practice by:

  • Having opportunities to meet with parents and encourage them to be actively involved in choices for their children.
  • Encouraging pupils to be able to part of the decision and planning process wherever it is appropriate.
  • Having high expectations and aspirations for children with SEND.
  • Co-operating fully with all other services including Health and Social Care.
  • Offering a graduated response.
  • Supporting parents with the process of an Education Health Care Plan.

At our school we aim to:

  • Identify at the earliest opportunity pupils who need support.
  • Ensure pupils are given appropriate support to ensure they can access the curriculum.
  • Enable pupils to reach their full potential.
  • To ensure that pupils are given every opportunity to be included in all activities.
  • Monitor and support pupils and continue that support for as long as it is needed.
  • Work in partnership with pupils, parents and other external agencies to provide for the pupil’s individual needs.
  • To integrate all pupils to ensure they feel respected within the school environment.

Within our setting we offer:

  • Class based interventions for Maths, Reading and Writing
  • Learning support programme (LSP) – planned by Learning Support Services
  • Small group teaching
  • Guided talk to boost co-operation and speaking and listening skills.  Offered to children who are new to English or those who need a boost with speaking and listening skills.
  • RWI 1:1
  • Dough gym to improve fine motor control
  • Individualised programmes of learning
  • Personalised learning – offered to all children for over learning or 1:1 support with specific learning gaps.
  • Learning Mentor to support with friendships and social skills
  • Nurture group provision to support and meet the children’s social, emotional and well-being needs.
  • Speech and language therapy – Offered to those children who are regularly seen by the Speech and language service.

We offer these specialist services:

  • Early Years Inclusion Outreach Support (EYIOS)
  • Learning Support Services (LSS)
  • Educational Psychologist Service (EPS)
  • Hearing Impairment Service (HI)
  • Visual Impairment Service (VI)
  • Speech and Language Therapy (SALT)

 In School we offer:

  • Dyslexia and Dyscalculia Specialist Teacher
  • Teaching Assistants who are trained in a number of interventions.
  • Small groups supported by multilingual Teaching Assistants.

How can I get help for my child?

If you are worried about your child’s progress then speak to your child’s class teacher in the first instance.  They can offer initial support and advice.  They will also pass on this information to the SEN team.

If you are still worried that your child is not making progress then you can speak to the Special Educational Needs Leader.  If you continue to have worries then you should speak to the Head Teacher about your concerns.  If you feel that you still have concerns then the school SEND Governor can be contacted for support by phoning school and they will make arrangements for you to meet with the governor.

How would school identify that my child might have additional needs?

Teachers may notice within class that a child within their care needs additional support; they may then discuss this with parents/carers and the Special Educational Needs Coordinator.

Every half term teachers have a pupil progress meeting where class teachers discuss children who are and are not making expected progress.  Teachers will then discuss the strategies or interventions that need to be put into place to best support your child.  At this time we will discuss what expectations of what is in place in the classroom and an IEP mat (Individual Education Plan) would be written.  This will have up to three simple targets that your children will work on to try to accelerate their progress.


Please see the flow chart below which outlines our current identification system.

What are the teacher’s responsibilities?

  • To deliver quality first teaching.
  • To identify children at the earliest opportunity.
  • To make the SENCO aware of any concerns.
  • To plan and prepare resources needed for any child/children with SEN.
  • To plan specific interventions in small groups.
  • To be aware of any medical needs.
  • To implement actions identified by the SENDCo.
  • To record and review progress against IEP targets.
  • To record and update information about a child.
  • To ensure TAs are informed and able to fully support those children with Special Needs.

What are the SENDCOs responsibilities?

  • Supporting class teachers to plan and resource for children with SEND.
  • Liaising with and advising teaching staff and TAs on SEND matters.
  • Monitor provision of everyday practice.
  • Setting up with the collaboration of the teacher a provision map for each class.
  • Coordinating the provision for children with SEND.
  • Overseeing the records of all children with SEND.
  • Contributing to training of staff.
  • Observing lessons and monitoring the differentiation of planning.
  • Liaison with parents and external agencies including the LA’s support, Educational Psychologist, Health and Social Services and Voluntary bodies.

What are the Head Teacher’s responsibilities?

The Head Teacher has overall responsibility for all the children within school as well as those with Special Educational Needs.

What training is offered to the staff?

We offer a range of in house and external training for both teachers and teaching assistants.  Recently that has included Group Therapy, Hearing Impaired training.  The Educational Psychology Service led Inclusion training and Autism training.

How will my child be included in outside activities?

Wherever possible children will be supported to ensure that they can be included in outside activities and go on out of school visits.  If a child has a specific physical or medical need we act upon the advice of specialists and individual risk assessments are carried out.

How accessible is the school?

The school is over three levels.  The playground is accessed on the ground floor.  The Foundation Stage, Key Stage 1 classes and hall are on the first floor and the Key Stage 2 classes and library are on the second floor.  There is a lift available for children who use a wheelchair or who have physical difficulties.  A disabled toilet is available with an accessible shower.

How will the school support my child?

Initially school will offer your child quality first teaching.  Work will be appropriately differentiated for children and provide activities that are more challenging or at an appropriate level.  Where it is necessary children will work in small groups or one to one when a child needs additional help.

What special resources do you have?

Within classrooms we use a variety of support mats including sounds and spellings of topic words.  Every classroom has an interactive board.  We use iPads to support children in class.  For some children we use a multi-sensory approach which includes salt, sand, play dough, magnetic letters, water and paint.

What if my child has a medical need?

A member of staff will meet with you and discuss what your child’s needs are.  We will complete a Care Plan with you to ensure that all your child’s needs are met.  We will ensure that there are staff who have the appropriate training or arrange training if it is needed.  We currently have staff who are trained to administer epi pens.  Our staff are trained first aiders.

How are parents involved in their child’s education?

Children with special educational needs who have an Education Health Care Plan or an Individual Education Plan or SEND support plan will be invited to meet with class teacher, SENDCo and Learning Support Service Teacher (if involved) at least once per team.  Parents and children will be asked what they feel that they need to help their learning move forward.  This will be recorded on a Special Educational Needs Support Plan.

Parents and welcome to arrange a meeting if they feel that they need to, at any time to have further discussions about their child.

Useful links

Rotherham SEND Local Offer is available at:

My Mind Matters web page (positive mental health and well-being) for young people in Rotherham:

Quality first teaching

SEND good practice



  1. Dyspraxia – Bing video
  2. Dyspraxia at a glance – Dyspraxia Foundation
  3. t-e-2551417-what-makes-me-unique-worksheet_ver_2.pdf
  4. t-s-231-dyspraxia-mind-map_ver_2.pdf
  5. t-s-2548605-supporting-pupils-with-dyspraxia-and-dcd-cpd-powerpoint_ver_4.pptx



Autism Society

Autism UK

Supporting an autistic child a guide for parents

Right from the start toolkit ambitious about-autism