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Our School’s Vision 

Our vision is that South Molton United Church Of England Primary School will be a secure, happy and welcoming environment, in which emotional needs will be considered and everyone can achieve their potential, as life-long learners. 

  As a church community school, we aim to embrace Christian values which enable us to be socially responsible members of our rich and diverse community, within a changing world. 

Introduction to our SEND offer: 

  • South Molton United C of E Primary School follows the Code of Practice (2014) in operating a graduated approach to identifying, assessing and supporting pupils with special education needs. 

  • All staff have a responsibility for identifying and supporting pupils with special educational needs. 

  • However class teachers have the overall responsibility of ensuring that the curriculum will be differentiated and delivered in an inclusive way. 


   Figure 2 

Figure 3 

  • We aim to take a child centred approach where the child and their family at the heart of the process. 

  • Pupils are assessed using teacher assessments, assessments carried out by specialists within the school e.g SENDCO and or assessments by external professionals.  

  • A plan is then put into place in liaison with staff, parents and where possible the child – co production 

  • The plan will set out the provision and strategies that will be employed to enable the child to overcome their barriers to learning and make good progress. 

  • The plan of support will be reviewed regularly and outcomes assessed. 


Definition of Special Educational Needs (SEND) 

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

  1. Have a significantly greater difficulty in learning than the majority of others the same age; 

  1. Have a disability which prevent or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools. 

Special educational needs and disability code of practice January 2015 


Identification of need at SMUPS 

Stage 1: 

Our teachers have the highest possible expectations for children within their class. If a child is not making satisfactory progress and has significantly greater difficulty in learning than the majority of children the same age, discussions will take place as to whether to place the child on step 1 of the graduated approach.  

How will this be achieved? 

Using knowledge of the child and their family, assessment data and other relevant information to identify any barriers to success. The Devon Graduated Response tool – identification of need , for the relevant key stage should be completed as part of the information gathering process.  

Causes for assessment / information gathering. 

  • Making little or no progress despite different approaches to learning being provided. 

  • Child is working significantly below the level expected for their age and stage. 

  • There are persistent emotional/ behavioural difficulties despite different strategies being used. 

  • There may be sensory or physical problems or be little or no progress made despite additional aids, equipment and advice.  

  • In addition to the above, a child may be identified as potentially requiring SEN provision as a result of the following: 

  •  Teacher and TA observations evidence and data  

  • Previous schools data/reports  

  • Parental concerns  

  • Records of progress  

  • Screening / testing procedures   

  • Information from other agencies  

  • End of Foundation stage profiles/KS1 data. 

At this first stage, teachers should assess the need of the child, set up programmes of targeted activities, monitor progress and build up a bank of evidence to share with the SENDCO. Parents will be made aware of any barriers to success identified by the school and kept informed of progress through liaison with the class teacher informally and at Parents evening where advice and support for helping the child at home can be given.  

How will this be recorded at SMUPS? 

Class provision map. This will be completed at the beginning of each term and reviewed and the end of the term. (appendix 1) 

Stage 2: 

  • After two terms of ongoing support and provision by the class teacher, if the child is not making sufficient progress towards the outcomes, the child will be placed on the school’s record of need.   

  • A meeting will take place with the SENDCO, class teacher, parent and child to plan desirable outcomes going forward.  

  • The ongoing process of assess, plan, do and review in outlined in figure 4. 


How will this be recorded at SMUPS? 

A my plan will be co produced with the SENDCO, parents, child and teacher. 

A one page pupil profile will be produced by the child. (appendix 2 and 3). 

Outcomes will be reviewed on a termly basis in a Team around the child (TAC) or Team around the Family (TAF) meeting. 

Stage 3: 

When reviewing progress towards agreed outcomes in the TAC/TAF meetings, if despite additional input , it is felt more specialist support is required, then referrals will be made to specialist support agencies outside of school. These will include; 

  • Educational Psychologist Service 

  • Devon Dyslexia Outreach Service 

  • Babcock LDP – Learner Services e.g C and I Team and SEMH Team. 

  • CAMHS 

  • Single Point of Access e.g. Speech and Language Service, ASC Pathway and Occupational Therapy. 

Stage 4: 

Education, Health and Care Plans (EHC Plan) If, despite input at the above stages, adequate progress has not been made and the child’s SEN remains significant, a request will be sent to the Local Authority (LA) to consider a Statutory Assessment. A Statutory Assessment is a multi-professional assessment of a child’s needs and the help that is required to support them. If the child meets the criteria in the Statutory Assessment for an EHC Plan, the LA will issue an EHC Plan detailing the needs of the child, what provision will be made for them, aims and objectives, and the level of support / funding required. The funding that may accompany an EHC Plan does not have to be spent on providing a teaching assistant for individual support and may be spent on providing resources/training, whatever is best to meet the needs of the child. Once the EHC Plan is issued, a planning meeting then takes place  to discuss provision and targets for the following year. The EHC Plan is then reviewed annually. 

How will this be recorded at SMUPS? 

The EHCP outcomes will be recorded in a comprehensive plan which is reviewed termly with the child, parent, teacher and SENDCO. One of the termly reviews will be the annual review and all relevant information gathered and placed on Devon’s EHCP hub. 


Liaison with Parents/Carers 

Parents/carers are invited to a termly meeting with the SENCo and class teacher to discuss any issues or concerns. Parent/carers are then updated regularly, should their child’s SEN status be changed. Parents/carers will also be kept informed through liaison with the class teacher informally, and at Parents’ Evenings, when advice and support in helping their child at home can be given. Parent/carers will be involved in reviewing their child’s Graduated Approach and any comments will be taken into account. New Graduated Approaches will be sent home as appropriate. 

Pupil Voice: 

We will endeavour to capture the child’s view through the one page profile, informal conversations and pupil conferences. 


At the end of each academic year, if it was felt appropriate My Plan outcomes will include a transition project and extra preparation for the next year group e.g. meet and greet the teacher or extra visits to the next class. A transition meeting will take place between staff and a transitional my plan given to the next teacher. 


When SEND children transfer between settings or to another school, where possible liaisons will take place between the relevant school staff and records sent securely to the next setting. An archived file will then remain at SMUPS. 


Who has responsibility within our School for SEND? 

The Class Teacher 

Responsible for:- ·                

  • Providing the very best teaching which enables all children to progress and achieve to their full potential.                 

  • Checking on the progress of a child, planning and delivering any additional help a child may need (this could be direct work related or additional staff support), updating the Special Education Needs/Disabilities Co-ordinator (SENCo) on concerns/progress.  

  • Writing My Plans and setting progression targets.  Reviewing these termly, updating and feeding back to parents 

  • Following guidance from outside agencies on ways of teaching children with specialist needs 

  • Ensuring that the school’s SEN policy is followed in the classroom. 

The SENDCo:  Mrs Natalie Oatway 

Responsible for:- 

  • Developing and reviewing the School’s SEN policy in conjunction with the SEN Governor Co-ordinating and submitting the SEN Audit 

  • Ensuring that parents are involved with their child’s learning, through review meeting, TAC/TAF meetings etc 

  • Liaising with outside agencies coming into the school to support pupils with a specific need, e.g. speech and language therapy, educational psychology. 

  • Updating the school’s Record of Need. 

  • Providing support for Class teachers so they can provide the best help for children with SEND. 

The Head Teacher – Mr Kevin O’Donnell 

Responsible for:- ·                

  • The day-to-day management of the school; this includes supporting children with SEND. 

  • The Head Teacher will give responsibility to the SENCo, however will still be responsible for that child’s SEND progression. 

  • Updating the Governing Body on issues relating to SEND children. 

The SEND Governor – Shelagh King 

Responsible for:- 

  • Reviewing the SEND Policy with the SENDCo. 

  • Making sure that necessary support is given to any child with SEND who attends our school. 


What is the “Local Offer”?

The Children and Families Bill came into force in March 2014.  From this date, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the 0-25’s.  This is called the “Local Offer”.

Devon County Council has taken a multi-agency approach in supporting young people with Special Educational Needs and Disability (SEND).  This means new ways of working were schools, care workers and the National Health Service work together to provide for a SEND child.

Please click below to link you to Devon County Council’s dedicated webpages relating to the local offer.

Devon County Council Local Offer

Reviewed by Natalie Oatway 

September 2022