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St. Swithun's C of E Primary Academy

A small single form entry Church of England Primary School linked to the Diocese of Southwell and Nottingham Multi Academy Trust.  

Who to contact

Contact Name
Mrs K Slater
Contact Position
Inclusion Leader
01777 702043

Where to go

St. Swithuns C of E Primary Academy
Grove Street
DN22 6LD

St Swithuns offer a breakfast club for all pupils from 7.50 until 8.45 when the school day starts. 

Other Details


Table of costs
Table of costs
AmountCost Type


Age Ranges
3 - 11 years

Local Offer Localoffer flash icon


SEN report for St Swithuns C of E Primary Academy - updated February 2021

Contact Name
Mrs K Slater
Contact Telephone
01777 702043
Contact Email

Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

St. Swithun’s C of E Primary Academy is a mainstream primary school catering for children aged 3-11 years.  We are fully inclusive and we cater for a wide range of additional needs.  All pupils at our school have the right to a rich and broad, high quality education regardless of gender, disability, race, culture and age.  Our aim is to make provision for any child irrespective of their special educational need or disability.  

We are committed to whole school inclusion.  We fully understand that Special Educational Needs are diverse in nature and in the case of pupils experiencing difficulties, we recognise that these might be:

  • Sensory, Medical and /or Physical needs
  • Cognition and Learning needs
  • Communication and Interaction needs
  • Social, Emotional and Mental Health  needs



2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014: A child or young person has special education needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if they

a) Have a significantly greater difficulty in learning than the majority of others of the same age; or

b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

c) A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them

d) Receive additional input because they have exceptional ability in any area 

Children are not regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Assessment at St Swithuns Primary Academy is not a single event but a planned, continuous process, which parents are actively encouraged to be involved with. 

Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.

  1. Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
  2. The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.
  3. The Inclusion Lead will be consulted  for support and advice and may wish to observe the pupil in class.
  4. Through this monitoring and assessment  it is determined which level of provision the child will need in order to move forward.
  5. If a pupil has recently been removed from the SEN list they may also fall into this category as continued monitoring will be necessary.
  6. Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
  7. The child is formally recorded by the school as being monitored under observation due to concern by parent or teacher but this does not place the child on the school’s SEN list. 
  8. Pupil progress meetings are used to monitor and assess the progress being made by the child. The frequency of these meetings is dependent on the individual child’s needs and progress being made. Regular reviews identify whether a child needs to be placed on the SEN list and have a specific Individual Education Plan.

If a parent/carer believes that their child may have special educational needs, they are encouraged to speak with the class teacher or SENCo/Inclusion Leader  (Mrs Slater).


3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

Once a child has been identified as having a special educational need the school will ensure that effective provision is put in place.  The support provided consists of a four-part process: Assess, Plan, Do and Review.   

Pupil progress will be monitored on a termly basis in line with the SEN Code of Practice.  Provision for SEN will be mapped, monitored, reviewed and evaluated in line with school systems for pupil progress.  Information from these pupil progress reviews will be used to evaluate the effectiveness of provision.

In order to make consistent continuous progress in relation to SEN provision, the school encourages feedback from staff, parents and pupils throughout the year.  This provision is made through one to one meetings (both formal and informal), multi agency support and collaborative planning between the Inclusion lead, pupils (where relevant), staff and parents. 

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

The school uses a range of systems to ensure that progress and attainment of each child is closely monitored.   Staff attend a termly pupil progress meeting where impact and provision are discussed. 

Parents are invited to attend a termly SEN Support Review Meetings and are informed of their child’s progress against the targets that have been set at the previous meeting.  New targets are then agreed with the child, parent and staff for the following term.  At the review meeting we will evaluate the impact and quality of the support and interventions.  It will take account of the views of  any agencies involved, the pupil and their parents.  

3.c) What is the school's approach to teaching pupils with special educational needs?

We believe that the teaching of these children is everybody’s responsibility and we have high expectations for all of our children.   St Swithun’s C of E  Primary Academy is fully inclusive and embraces children with a wide range of additional needs.  We believe that every child should be encouraged, supported and nurtured in order for them to reach their full potential, regardless of any additional needs they may have.  

We provide quality first teaching where the needs of the child are met, wherever possible, within the classroom setting. Specific learning needs eg dyslexia or hyper-mobility,  are catered for on an individual basis and are adapted to meet the needs of individual children.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

Each child registered as SEN Support has an individual pupil profile document and regular review meetings that are minuted, targets reviewed and new ones agreed.  This will detail the areas of concern and targets to work towards, as well as how we will provide the child with the skills to meet that target within the curriculum.  In some cases, this may mean that your child has a totally personalised curriculum and follow specialised intervention programmes in order to meet their needs.  Teaching Assistants are deployed throughout the school to support children with special educational needs and allow them to access a differentiated curriculum and work on specific intervention programmes.  

We recognise that quality first teaching and clear differentiation is the key.  Children's areas of need are identified and work is planned to address their needs.  

3.e) How are decisions made about the type and amount of support my child/young person will receive?

All pupils with SEND will have access to Element 1 and 2 of a school’s budget which equates to £6,000. Some pupils with SEND may access additional funding. This additional funding might be from a budget which is devolved to and moderated by the Family of Schools.  For those with the most complex needs, additional funding is allocated by the local authority.  The Family SENCO will refer individual applications to a multi-agency panel, which is administered by the Local Authority, who will determine whether the level and complexity of need meets the threshold for this funding.

Children are monitored carefully and if they are displaying significant difficulties  the class teacher  has an initial meeting with the Inclusion Lead. In the first instance they look at the provision and environment that the child accesses to identify adjustments that could make a difference to outcomes. After a graduated response has been considered, including consultation with parents, a support package is arranged. This may include support in the classroom, an intervention programme, a referral to Springboard or an application for additional funding.


3.f) How will my child/young person be included in activities outside the classroom, including school trips?

All children are welcome to attend the school’s Breakfast Club, which opens at 8am and places can be booked through the school office.  There is also a range of after school clubs available including Messy Church.  All children will be included in trips, residential opportunities and activities, sometimes adaptations eg additional support (such as additional adults) or specialised equipment will be required to enable your child to participate.  Child specific risk assessments are included where appropriate and personnel at visit sites are made aware of any children with additional needs. 

St Swithuns Primary Academy is fully inclusive and no child is prevented from taking part in the full life of the school.  

3.g) What support will there be for my child/young person's overall well-being?

The well-being of all of the children at St. Swithun’s is of great importance and our school is a place where all children feel safe and valued.  Children have equal opportunity to develop their potential to the full and are taught to care for themselves and others.  We work closely with parents/ carers and other outside agencies to achieve this.

Each class uses Take 5 Breathing several times daily to promote well being and readiness for learning. 


4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

Mrs K. Slater Inclusion Leader 

Telephone 01777 702043  or via the school office


5. a) What training have staff supporting special educational needs had and what is planned?

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupil with SEN. Other training for teachers and teaching assistants will be organised as and when required.

The Inclusion Leader attends relevant SEN courses, Family SEN meetings and facilitates focused external and internal training opportunities for all staff. 

We recognise the need to train all our staff on SEN issues and we have funding available to support this professional development.  The Inclusion Lead with the Senior Leadership Team ensure that training opportunities are matched to school development priorities and those identified through the needs of the children and staff.  Staff have had training on the following recently:

  • Safeguarding
  • Big Maths
  • Controlling Risky Behaviours
  • Acceleread/Accelewrite
  • First Aid
  • Boxall Profiles and Strength and Difficulties Questionnaires
  • Every Breath You Take /Take 5 Breathing
  • Assessment using Pre-Key Stage Standards
  • Using PIVATS/B Squared
  • Emotional Literacy
  • Speech and Language Early Years Assessment and programmes
  • Nurture Groups
  • L'explore
  • Nasal.gastric feeding
  • Manual Handling
  • Future planned training includes
  • Dyslexia
  • Precision Teaching
  • Lego Therapy
  • ADHD increased awareness
  • Phonics
  • Tracking Mental Health
  • ICT solutions for reluctant readers/writers    



5.b) What specialist services and expertise are available or accessed by the setting/school?

The school works with any necessary outside agencies as required by the needs of the children, including:

  • Occupational Therapists
  • Physiotherapists
  • Educational Psychology Team 
  • Healthy Family Team 
  • SFSS – Schools and Families Specialist Support Services includes specialist autism team, cognition and learning team, visual impairment team, hearing impairment team, early years team, a dyslexia specialist  and an ICT/SEN specialist 
  • PDSS – Physical Disability Support Service
  • Speech and Language Therapy
  • Autism Team
  • Paediatricians 
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

A referral to the Physical Disability service can be made for any advice or support on equipment a child may need whist in school or any  personal care requirements.  This service also provides training for staff and support in writing healthcare plans, risk assessments and intimate care plans. 

A referral for inclusive technology can also be made if the school feel that they cannot meet the needs of the child with the technology already available in school.

Our Foundation Stage building is on one level and is fully accessible. The main school building is on two levels so wheelchair users and those with limited mobility are only able to access the ground floor.  To accommodate this, year groups are moved into different classrooms to ensure those with limited or no mobility are on the ground floor.   There is a  nurture room ( Rainbow room ) and disabled toilet in main school.

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

At St Swithuns we believe that a close working relationship with parents is vital in order to ensure early and accurate identification and assessment of SEN. This is to ensure the correct intervention and provision is in place in order to continue to increase both the social and academic progress of children with SEN,  ensuring personal and academic targets are set and met effectively.

Parents are kept up to date with their child’s progress through progress reports, parents' evenings, provision reviews, and end of year reports.   In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The Inclusion Lead may also signpost parents of pupils with SEN to the Local Authority Ask Us service where specific advice, guidance and support may be required.

If we consider that a pupil has additional support needs requiring the involvement of an outside professional the parents,  and when appropriate the pupil, will be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Depending on their age and ability, the views of the child will be sought  prior to any review meeting and feedback is given to them afterwards.  The pupils will attend the meetings if appropriate. 

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

If a parent or carer has any concerns or complaints regarding the education, care or welfare of their child, an appointment can be made to speak to the class teacher, Inclusion Leader or Senior Leadership Team.  The complaints procedure is defined in the school complaints policy.  A copy of this can be obtained from the  school office. 

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The governing body is responsible for agreeing the school’s policy in respect of special educational needs. 

The Governor with responsibility for SEN at our school is Mrs Jill Priddle.  If you would like to make an appointment to discuss your child’s needs or any other issues regarding the provision of SEN within our school then please call the school office on 01777 702043 to make an appointment to speak to Mrs Priddle.

The academy invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, pupils with SEN. The Inclusion Lead is the designated person responsible for liaising with the following:

Schools and Families Support Services
Education Psychology Service
Behaviour Support Service
Speech and Language Service
NHS Healthy Family Team 
Specialist Outreach Services

Plus any other relevant outside agencies

Representatives from voluntary organisations and other external agencies are invited to liaison meetings throughout the year to discuss SEN provision and progress and keep staff up to date with legislation.

In cases where a child is under observation or a cause for concern, focused meetings will be arranged with the appropriate agency. Parents will normally be invited to any meetings held concerning their child unless there are over-riding safeguarding issues.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

The academy works with a number of external organisations.

The Inclusion Lead meets regularly with colleagues to update and discuss support and provision within the local area. This is also raised at individual pupil  meetings. The Inclusion Lead shares this knowledge with parents directly via personal leaflets and discussions. 

Alternatively parents can access Nottinghamshire’s local offer website which contains information about services available to families. This can be found at:

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

There will be opportunities for you and your child to visit the school prior to joining.  The number of visits, frequency and duration will depend upon the needs of the child.   Parents and pupils may come for a meeting with the head teacher and Inclusion Leader to discuss the needs of their child.

Where necessary school will liaise with other settings/ parents/ other professions to gather information about the child’s needs prior to them starting St. Swithun’s.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

Meetings between key staff, parents and Inclusion Lead are held to discuss needs and provision. Extra transition visits to new classes/staff can be arranged and booklets of photos put together for children to keep at home over the holidays. These can be used as a discussion/preparation for moving up. Some pupils are supported to make a 'Ready to Move On' book.

There is an extended secondary transition package in place which begins in Year 5, with further bespoke transition arranged depending on how complex the child’s needs are. Staff at the chosen secondary school will be invited to visit the child at school and will attend all review meetings leading up to transition.

iii) Prepare for adulthood and independent living?

Life skills are taught to all children in school as part of our PSHE curriculum, which is differentiated and personalised for children with SEN. 

Specific individual  children may have targets set on their Individual plan that relate to increasing independence or to mastering/practising a life skill  e.g crossing roads, brushing teeth, shopping etc.

13. Where can I access further information?

Our school is linked to Nottinghamshire County Council’s Local Offer which outlines the availability of services and education to parents.  In order to access this service please follow the link:

From Mrs K Slater (Inclusion Lead and Executive Assistant Head Teacher ) or Mrs H Thomas (Executive Head Teacher) or Mrs D Preece (Deputy Head Teacher)  on 01777 702043 

Call into the school office and book an appointment 

Visit the academy website



SEN Information Last Updated On: 18/01/2022

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