Special Educational Needs and Disabilities (SEND)

Leader of Learning Success (SENCO) – Mrs Holly Taylor



The definition of SEND in the new Code of Practice is a child who has a learning difficulty or disability which calls for special educational provision to be available. A child has a learning difficulty if he or she:

  • Has a significantly greater difficulty in learning than the majority of others of the same age; or
  • Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school (SEN Code of Practice 2014 page 4)

Under the new Code of Practice children can receive:

  • SEND Support
  • Educational Health and Care Plans (EHCP’s)


Nationally, Special Educational Needs are currently identified in four broad areas of need:

  • Cognition and Learning
  • Behaviour, Emotional and Social
  • Communication and Interaction
  • Sensory and Physical

New arrangements

On 1st September 2014, the Children and Families Act 2014 introduced a new framework for children with special educational needs and disabilities (SEND) representing the biggest shift in SEN for 30 years

All Local Authorities are required to publish information on ‘the Local Offer’ about all SEND services, along with details of any eligibility for specialist services and a signpost to support for those who do not meet thresholds.


Provision at Weald CPS

At Weald Community Primary School,  the Leader of Learning Success (SENCO) oversees the provision for all pupils who require additional support to enable them to access the curriculum. We aim to identify difficulties early and support children’s’ learning with differentiated tasks and activities within the classroom.  Progress is carefully monitored and additional teaching in small groups or one to one may be recommended. Pupils who require additional support are identified as needing SEND support and are placed on the school’s SEND register.


We support pupils at Weald Community School in a variety of ways, including quality first teaching in the classroom with differentiated learning opportunities for pupils. Teaching Assistants including two Higher Level Teaching Assistants support the teaching and learning in the classroom and lead small intervention groups or work one to one with pupils.


At Weald Community School we hold the belief that ‘what is good for pupils with dyslexia and other differences is good for all pupils’ and we use a variety of strategies and adjustments to make our classrooms child friendly:

  • a daily visual timetable in the classroom
  • we provide visual support during lessons
  • pre-teaching topic vocabulary
  • changing the background colour to a pastel shade when using the interactive whiteboard
  • provide a task management board to help personal organisation
  • offer a specialist dictionary such as ACE or Oxford Spelling Dictionary in key stage 2.

If further support or advice is needed then external professionals will be consulted

Useful websites

Partnership with parents: partnershipwithparents@kent.gov.uk

National Association of Special Educational Needs: www.nasen.org.uk

Kent West Dyslexia Association: www.kentwestdyslexia.org.uk

Dyspraxia Foundation: www.dyspraxiafoundation.org.uk

National Autism Society: www.autism.org.uk

Attention Deficit Hyperactivity Disorder: www.adhd.org.uk

Asthma UK: www.asthma.org.uk

Deaf Association: www.ndcs.org.uk

Blind Association: www.rnib.org.uk

Young Healthy Minds: www.cxk.org.uk

More detailed information about special educational needs and disabilities can be found in the SEND policy (see above).