SEN and Disabilities

We promote high achievement for all and encourage all children to achieve their full potential. We are an inclusive school and promote equality for all. We are proud of the relationships we develop with each individual child that enable us to identify any needs as soon as they arise, and to address them. We offer extra support for children with special educational needs and disabilities, and enrichment and challenge for those children who are more able, gifted and talented.

Different levels of support can be provided depending on the needs of the child. Most children will normally be catered within 'quality first teaching' through the differentiation of class work provided by the teacher. However, some children may have a more specific difficulty that may be addressed through a specific intervention programme carried out for a specific purpose for a short period of time.

If the learning difficulty is more general, then the class teacher will plan a programme of extra work for the child that may involve extra adult support. This will be discussed with parents and reviewed regularly through an Individual Education Plan. If we feel unable to provide adequately for the specific needs of the child, then we may involve other agencies for specific support eg speech therapy, educational psychology, behaviour support. We work closely with other schools within our Multi Academy Trust to support this work.

If parents have any concerns, questions or information about their child, then it is vital this information is shared with school staff. We aim to work in close partnership with parents to ensure we meet the needs of all children. In the first instance, parents should contact the child's class teacher or Tracey Malyon, who leads the day-to-day support of pupils with additional needs:

Lead TA for Pupils with Additional Needs – Tracey Malyon

Acorn MAT SEND Inclusion Lead – Clare Kew

SEND Governor – Sam Scriven

Loders CE VC Primary School SEND 

SEN Information Report 2021-2022

SEND Policy 2021-22

The Special Educational Needs and Disability Code of Practice sets out the principle of a more individualised and better graduated response to support children and young people with SEN and disabilities. 

What should I do if I think my child has Special Educational Needs?

Speak to your child’s class teacher

During this meeting you will review progress over a period of time and look at latest assessment results. If the class teacher feels it is necessary, they will pass information on to the SENCO and a plan of action will be decided.

What will the SENCO do?

The SENCO may arrange to meet with you to discuss your concerns and a plan of action. Your child may be placed on the Special Needs Register and/or receive some intervention work.

What will the school do next?

How will we know what my child’s needs are?

Interventions and an Individual Education Plan (IEP) may immediately be put together or advice/assessment may be requested by an outside agency. If this is the case, you will receive correspondence directly from other professionals e.g. paediatrician.

Teachers and the SENCo will use both formal and informal assessments of your child (observations, monitoring data and pupil progress every half term). You may be asked to contribute your own observations. The school may ask for classroom observations from other professionals such as the educational psychologist or speech and language therapist (SALT).

What support will my child have in school?

Any support and interventions will be included in an IEP.  This is devised between the SENCO, teachers and teaching assistants.  Your child will be included on the school’s SEN register under ‘SEN Support’. An IEP is sent to you for your information and also for you to follow up interventions at home.  Information gained from conversations with you is included within the IEP and is incredibly valuable.  Older children are invited to contribute towards the development of their IEP.

Who will support my child and what does this look like?

We use a range of different strategies to help your child achieve their target/s. Additional support is known as ‘intervention’ and could include additional adult support in class, in a small group or 1:1.

Roles and Responsibilities

  • The Class Teacher is the first point of contact should you wish to raise a concern about your child. It is the Class Teacher’s responsibility to plan for teaching and learning and to make judgements based on your child’s progress.
  • The SENCO will monitor the progress of all the children on the SEN register and will monitor the effectiveness of intervention for children throughout the school. The SENCO will review IEPs, set up meetings and refer children to outside agencies.
  • There is a trained Teaching Assistant in every class in the school. The classroom TA will support your child on a daily basis with teaching and learning.
  • The Head of School is the line manager for all the staff in the school. The Head meets weekly with the SENCO and leads the half-termly pupil progress meetings to ensure that appropriate provision and support is available for all children.
  • The Midday Supervisors support the personal, social and emotional needs of your child during lunchtime and at lunchtime play. There is communication between teaching staff and Midday Supervisors which ensures that children are closely monitored during lunchtime and information is passed on if necessary.

Other agencies roles and responsibilities

  • From time to time, the SENCO may request further support from other agencies including: Speech and Language Therapists (SALT), Specialist teachers, Educational Psychologists (EP), Physiotherapists, Occupational Therapists (OT), Paediatricians, and Specialist Nurses. Their role is to provide more in depth information to support the SENCO with all aspects of SEND.
  • The EP will meet with parents and teachers to discuss concerns. During planning meetings, the EP and the SENCO discuss concerns.  The EP will talk to teaching staff and visit the classroom to observe, assess and assist in setting targets (if necessary).
  • A specialist teacher may be needed to assess your child’s learning needs in school. They may teach your child in a small group or through precision teaching. They also support the SENCO with target setting (if necessary).
  • A Speech and Language Therapist may visit the school to see your child or see you both in clinic to carry out an assessment of speech difficulties and language acquisition.
  • Paediatricians/School Nurses are specialists in the development of children.  They are able to provide support and advice to you and school. This may include specialist advice and support for medical needs such as diabetes.
  • Child and Adolescent Mental Health Services (CAMHS) are based in community locations and are a multi-disciplinary team. Waiting times for counselling can be lengthy.
  • The Early Intervention Service works alongside children and young people with disabilities and their families
  • The governing body at Loders has a named governor whose responsibility it is to oversee the provision for SEND.
  • All staff supporting children with SEND have appropriate qualifications; they also attend training when available.
  • The Dorset Parent Carer Council newsletter is available

How will the school support my child’s emotional, health and well-being needs?

At Loders we are proud of the relationships that are built up between the children and all staff to support children’s social and emotional needs. We work closely together to provide support for children such as:

  • Playground buddies support children at playtime with joining in with games and we have a friendship stop. At Loders we are proud of our older children who are always prepared and on hand to support younger children.
  • We run a Nurture Group for pupils who may need a quieter small group setting in which to gain confidence, discuss perosnal challenges and learn new skills. Teachers nominate pupils for this intervention and parents are informed before a child enters the group.
  • Any incidents are communicated to the relevant member of staff and if necessary (dependent on severity) recorded in the behaviour, bullying or racism log.
  • All child protection issues are reported to the designated safeguarding officers (Mr Beare or Mr Gawen).
  • A clear behaviour policy is adhered to by all staff (please refer to copy on school website).
  • Difficulties surrounding your child’s behaviour can be a symptom of something else and may be linked to emotional upset or medical issues. The class teacher may also organise a home/school link book, enabling the school and you to contribute comments; this two way process has proved to be highly effective, particularly if a child’s behaviour is challenging either at school or home, or in both settings. Your child may be observed in the classroom by the SENCo or the behaviour support service if deemed helpful in understanding the nature of the difficulty.
  • Targets to help your child with self-regulation will be put into place to support your child with coping strategies (parents and older pupils are involved in this process). All staff in contact with the child will have an understanding of the process.
  • We take every possible step to avoid an exclusion. However, if it is felt that your child’s behaviour may cause harm to themselves or others then you will be informed and asked to collect your child from school.
  • As part of our commitment towards supporting children’s social and emotional well-being, we monitor children’s attendance at school. If concerns arise regarding your child’s attendance, you will be notified by the Head of School. If attendance does not improve, the Early Intervention Service become involved, which may lead to further action.
  • If your child has medical needs then please ensure that the information is passed on to the office. Please contact the school office if your child requires medication as you will need to give us the details of the medicine and sign a consent form.  If required a ‘care plan’ can be put in to place for serious illnesses.

How will the curriculum be matched to my child’s needs?

If your child has SEN then they will need support that is ‘additional to and different from’ other children. In addition to high quality teaching, their teacher/s will plan a range of appropriate strategies to support the child’s learning. These are listed below:

  • A differentiated curriculum ensures that all children in the class have their learning needs met. The class teacher will plan activities for your child to work in a small group to meet their learning objective.
  • If appropriate, your child may have sessions on a 1:1 basis with a teaching assistant or specialist teacher.
  • The SENCO or class teacher may develop visual timetables/prompts to help your child develop greater independence.  This also helps children to understand the school routine, particularly those who may be on the Autistic Spectrum.
  • Your child may need to use IT programs on laptops and computers, and other forms of technology to support their participation in lessons.
  • We plan interventions to enable children to meet their targets (Ruth Miskin Literacy, TRUGS, Addacus).
  • As a school, we use topic based learning which ensures that children develop skills through first-hand purposeful learning opportunities. Our curriculum has been planned to inspire pupils, enabling them to make links in their learning.

What opportunities will there be to discuss my child’s attainment and achievement?

How will I know how well my child is progressing?

Progress is reviewed by the SENCO at suitable times during the year with teachers, TAs, parents and older children. If progress continues to be a concern we will set new targets. If your child has made sufficient progress, and attainment has improved they may be removed from the SEN register. On occasion, further assessments from other professionals are needed and an Education, Health and Care Plan (EHCP) may be necessary (these are similar to what used to be called ‘statements’).

  • You will be invited to Parents’ consultation meetings three times a year.  You will be able to meet with the SENCO as well as teachers. However, we have an open door policy to ensure good communication between parents and staff.
  • You will receive an end of year report in the summer Term. You will be invited to meetings with outside agencies and review meetings with the SENCO.

How does the school know how well my child is doing?

At Loders, we assess children’s learning half termly through progress meetings with the headteacher. Robust monitoring and tracking enables us to identify children who are not making expected progress. We measure children against age related expectations and Early Learning Goals through Educater which is our online system.  Your child may need to be assessed within a year group below that of their chronological age or using small-step attainment targets for children who cannot access the National Curriculum.

How will my child be included in activities outside the classroom including school trips?

First hand experiences are a key feature of learning in our school. We frequently use educational and residential trips to enhance learning opportunities. We will always include your child on a visit and will ensure that any specific needs are taking into account in our risk assessment.

How accessible is the school environment?

The school building has been identified as not fully meeting DDA requirements because of its age, structure and organisation. Therefore the school may not be able to accept some children with physical disabilities. We do everything we possibly can to make the setting inclusive for as wide a range of pupils as is practical. We currently have one classroom accessed via a staircase and some steps within our older building.

How will the school prepare and support my child to join school?

At Loders, we ensure that your child is fully prepared to join our school through a careful, well thought transition plan. We have strong links with feeder pre-schools and Mountjoy School.  To ensure a smooth transition we will:

  • Visit your child at pre-school/Mountjoy School and ensure that we speak to your child’s keyworker/SENCO to gain as much information as possible to support the transition.  If your child is supported by Portage, the school will arrange an information sharing meeting.
  • Use paperwork sent from preschools such as your child’s learning journeys and any medical/SEN information.
  • Arrange a meeting for new parents during the summer term before your child starts school. This is an opportunity for you to find out about our school in greater depth and to meet the class teacher/s.
  • Provide taster sessions for pre-school children are also arranged during the latter part of summer term for your child to come to school for an hour during an afternoon once a week for about 6 sessions.
  • Provide ‘shuffle-up’ mornings for all classes in the summer term. These are opportunities for your child to meet their new class teacher/s and teaching assistant.  The mornings usually coincide with secondary transition days for Year 6 children.

How will the school prepare and support my child to transfer to a new school or secondary school?

We work hard to ensure transition to a new school is as seamless as possible. Transition to a new school is often a worrying time and even more so if your child has SEN. We will do our best to ensure that:

  • Your child is offered extra transition opportunities (should this be required).
  • We liaise (meeting) with the SENCO of the secondary school to share information.  Loders SENCO will also meet with you and the SENCO of the secondary school (if necessary) to discuss issues surrounding transition.
  • We contact agency support (if necessary) to become involved with the transition.

How will I be involved in supporting my child?

At Loders, we recognise the valuable role parents play in supporting their child’s learning. There are many different ways parent can support their children such as:

  • Attending meetings, particularly parent consultations.
  • Ensuring children complete homework/reading tasks to support their learning.
  • Attending achievers assemblies and school events to celebrate your child’s learning.
  • Keeping us up to date of any changes or information you feel that is necessary to pass on to the class teacher/SENCO.

How can I access support for myself and my family?

Link to Dorset Local Offer

Some useful organisations/contacts include:




Children in Need 2020

13 Nov 2020

Today we raised an amazing £71.29 for Children in Need. It was lovely to see all the children find exciting ways to be yellow or spotty for the day. Thank you again for you generosity!

Remembrance Day

11 Nov 2020

The whole school came together to remember the sacrifices made by our brave service men and women who have given their lives for the peace and freedom we enjoy today. Cogden Class read short pieces be...

Tribal Kingdom day at Hooke Court

07 Nov 2019

Year 4 became 2 different tribes today, with their friends from the other MAT schools.  They created tribal face art, built shelters and created secret trails with codes.  But the question i...

Year 4 at Hooke Court

06 Nov 2019

We have had a great first day at Hooke Court with Year 4 and as this is being written all children are asleep! Click here to see some more pictures from day 1

Loders celebrates 150 years

14 Oct 2019

We celebrated 150 years of the school on this site by dressing up as Victorian children and learning about life in Victorian times.

Service of Thanksgiving

14 Oct 2019

Pupils, teachers and parents past and present gathered in the church to celebrate 150 years of our school

Crealy Animal Visit

25 Apr 2019

We enjoyed a visit from some exotic animals this week from Crealy. The children were able to handle a stick insect, a millipede, ferrets and a milk snake.

Xtreme Falconry Display

04 Apr 2019

Thanks to the PTFA, we enjoyed a display from Xtreme falconry to end the term. This linked in with some of our science work about habitats and animal adaptations.

National Science Week

11 Mar 2019

This morning the children have worked across the school in house teams for the start of National Science Week. Each teacher led a different activity but all were focused on the skill of prediction.

Year 3/4 Dance Festival

08 Mar 2019

Monmouth pupils took part in the annual Dance Festival organised by Colfox students at Freshwater on Friday. The theme was 'Environment' and our dance was based around and undersea theme to raise awar...