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Special Educational Needs and Disabilities (SEND)




The SENDCO for Park House Primary School is Mrs S Kavanagh, you can contact her via the school office or via  Our SEND governor is Mr Dore.


Admission to School:


The admission arrangements for ALL pupils are in accordance with national legislation, including the Equality Act 2010.This includes children with any level of SEND; those with Education, Health and Care Plans and those without.


In common with other maintained schools, the Local Authority (Derbyshire County Council) administers admissions into the school.


If you have any questions you can contact the admission's team on 01629 533190.



Check out the link to the Derbyshire County Council's admission's page below:


You can make arrangements with the office to visit the school and meet the SENDco to discuss your child's particular needs.  


What facilities do we have?


Park House Primary School is a Victorian building with stairs into the hall from the main building.  There are ramps from outside into the building and we have a portable ramp for the hall.  Classrooms are fitted with blinds.  We have two group rooms adjacent to the school playground.


We have a tarmac playground, multi-use games area (MUGA), a small field with cricket square, an area for football and also a two wooden trim trails.


Inclusive Practice:


At Park House Primary School we have adopted a whole-school approach to SEND policy and practice.  All staff are committed to the principles and aims of this policy.  Pupils identified as having SEND are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and Early Years Foundation Stage Curriculum and are integrated into all aspects of the school.


All teachers are responsible for identifying pupils with SEND and, in collaboration with the SENDCO, will ensure that those pupils requiring different or additional support are identified at an early stage. Assessment is the process by which pupils with SEND can be identified. Whether or not a pupil is making progress is seen as a significant factor in considering the need for SEND provision.


Early Identification


Early identification of pupils with SEND is a priority. The school will use appropriate screening and assessment tools and ascertain pupil progress through:

  • Evidence obtained by teacher observation/ assessment.
  • Foundation Stage profile scores and their progress against the criteria contained in the ‘Ages and Stages’ documentation
  • Their performance in National Curriculum subjects judged against assessment requirements.
  • Pupil progress in relation to the National Curriculum objectives in English and Maths
  • Concerns shared by parents/carers.




Assessments made will be through:

  • Observations
  • Records from feeder schools, etc.
  • Information from parents
  • Information from outside agencies
  • Foundation stage assessments
  • Foundation stage profiles
  • Target setting
  • Pupil tracking


Code of Practice Graduated Response


The school adopts the levels of intervention as described in the SEN Code of Practice.   The Code of Practice advocates a graduated response to meeting pupils’ needs. 


SEND Monitoring


  • Any pupils who are falling outside of the range of expected academic progress will be monitored and assessments will be made as described above to determine if further intervention is required.
  • The class teacher will take steps to further differentiate the learning to better support the pupil and this may require an adjustment in the style of teaching adopted with that pupil.
  • The SENDCO should be informed and consulted to provide support and advice and may wish to observe the pupil.
  • Parents will be fully informed so they can share information and knowledge with the school to help better understand the needs of the child.
  • The child is recorded as being monitored; this does not mean they will automatically be placed on the SEN register.


SEND Support


Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision to add the pupil to the SEND register is made.  The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove any barriers to learning.  The support provided consists of a four-part process.            

  • Assess
  • Plan
  • Do
  • Review



This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows.  This cycle enables identification of those interventions which are most effective in supporting the pupil to achieve good levels of progress and outcomes.




This involves clearly analysing the pupil’s need using the class teachers’ assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of the parents.  Advice from external support services and staff will be sort if appropriate and with the agreement of the parents.




Planning will involve consultation between the teacher, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and/ or behaviour that is expected and a clear date for review.  Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.  This plan will be recorded in the form of a Target Planning and Reviewing document which will be shared with staff, parents and the pupil.




The class teacher remains responsible for working with the child on a day to day basis.  They will retain responsibility even where the interventions may involve group or one to one teaching away from the main class teacher.  They will work closely with teaching assistants to plan and assess the impact of support and interventions and ensure links with classroom teaching.  The SENDCO will support with further assessment of the pupils' strengths and weaknesses.




Reviews of a child’s progress will be made regularly.  The review process will evaluate the impact and quality of the support and interventions.  It will also take into account the views of the pupil and their parents.  The class teacher, in conjunction with the SENCO, will revise the support outcomes and based upon the pupils' progress and development make any necessary amendments going forward, in consultation with parents and pupils.


Referral for an Education, Health and Care Plan


If a child has lifelong or significant difficulties they may undergo an Education, Health, Care Needs Assessment which may be requested by the school, parent, health or social care.  This will occur where the complexity of need or lack of clarity around the need of the child are such that a multi-agency approach to assessing that need, to planning the provision and identifying resources is required.


The decision to make a referral for an Education, Health and Care plan will be taken at a progress review. 


The application for an Education, Health and Care Plan will combine information from a variety of sources including:


  • Parents
  • Teachers
  • Social Care
  • Health Professionals


Information will be gathered relating to the current provision provided, action that has been taken, and the preliminary outcomes of targets set.  A decision will be made by a group of people coordinated by Derbyshire County Council (including professionals from education, health and social care) about whether or not the child is eligible for an EHC Plan.  Parents have the right to appeal against a decision made by the Education, Health, Care panel.


What is the Local Offer?


Derbyshire County Council's SEND Local Offer is an online one-stop shop for parents and young people to find out about all the services and support on offer to children and young people from birth to 25 who have special educational needs and/or Disabilities (SEND) in the area. Derbyshire County Council, along with all other local authorities, are required to publish information about services they expect to be available in their area. Derbyshire County Council's Local Offer is available here: It tells parents how to access services and support in Derbyshire and what to expect from these services, including details of Higher Needs Funding and Education and Health Care Plans.


What should I do if I have a complaint?


We value working with parents and pupils, if you or your child is unhappy or has a complaint please come and speak to us.


Initially, the class teacher or SENDco will be happy to discuss your complaint.

However, if you wish to speak with the Headteacher then please ring 01246 851185 to make an appointment.


If your concerns have not been resolved then please find further information in the complaints policy available from the school admin team.



SEND Curriculum Statement


Park House Primary School values the abilities and achievements of all its pupils and is committed to providing the best possible learning environment for all children. We aim to meet the needs of all pupils with Special Educational Needs, regardless of their specific needs, enabling all children to make the best possible progress in school and achieve their potential. We aim to ensure that all children have access to a broad, balanced and differentiated curriculum appropriate to their needs. With regular monitoring and discussion between all stakeholders, we will identify when children have special educational needs and disabilities and respond promptly to ensure that children with special educational needs and disabilities take as full a part as possible in school activities. We work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners. We endeavour to make every effort to achieve maximum inclusion of all pupils (including vulnerable learners) whilst meeting pupils’ individual needs.



     At Park House Primary, we want all of our pupils to be reach their full potential. Teachers provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children’s interests and abilities. This ensures that all children have a full access to the school curriculum.


SEND children will be supported by the class teacher, via excellent targeted classroom teaching, where the teacher has the highest possible expectations for all pupils in their class. Teaching is built upon what each child already knows, can do and can understand. Teachers will have carefully checked on each child’s progress and will have decided if extra support is needed to close any gaps in their understanding/learning and what extra support is needed to help them make the best possible progress.


 Where pupils are identified as having special educational needs, the school provides for these additional needs in a variety of ways.

The range of provision includes:

•    QFT – Quality First Teaching for all pupils

•    in class support for small groups with a Teaching Assistant (TA)

•    small group withdrawal with TA, Learning Mentor (LM).

•    individual class support / individual withdrawal

•    further differentiation of resources

•    IEP review and planning meetings

•    Wave 3 interventions

•    Deployment of extra staff to work with the pupil

•    Provision of alternative learning materials/ special equipment

•    Provision of additional adult time in devising interventions and monitoring their effectiveness

•    Staff development/training to undertake more effective strategies

•    Pastoral support from LM and staff to provide nurturing provision such as positive play

•    Access to Specialist Teaching SSSEN and Educational Psychology Service and the Positive for Young People counselling service.



Different ways of teaching are in place, so that all children are fully involved in learning in class. This may involve using concrete apparatus and practical learning. Specific strategies will be in place to support SEND child with their learning. For example, this could be a writing slope, weighted rucksack, red/green wristband, word mat, TA support.



    Children will make ‘Good’ progress in the core subjects from their baseline assessment. Children record on their WALT grid what they think they have achieved at the end of each lesson. Children can see success in their books and are praised for contributing in lessons.

    The provision for pupils is related specifically to their needs. A provision map records a graduated response to individual needs and gives a chronology of support and achievements. SEND pupils and their parents/ carers are involved in setting and reviewing their targets as well as choosing their reward when targets are achieved. This is in the form of child friendly IEPs, which they can personalise.

    All children’s successes are celebrated through praise, dojo points, weekly ‘star of the week’ and ‘special mention’ achievement assemblies. All children’s work is included in attractive classroom and hall displays.


We hope, that as children move on from Park House Primary to further their education and learning, they have achieved their potential, enjoyed their time at Park House and are feeling confident to continue to grow and develop.