SEND (Special Educational Needs and Disabilities)

Schools must publish a SEN information report about their provision and support for children and young people with special educational needs and disabilities (SEND) and the information to be included in the SEN information report is set out in the Special Educational Needs and Disability Regulations 2014 Schedule 1.

The SEND information report is updated annually with any changes occurring during the year updated as soon as possible.

We publish this information on our school website so that young people, parents and other professionals can find it easily.

Locking Primary School is committed to providing a high quality education for all children. We believe that every child who attends our school, including those identified as having Special Educational Needs, have an equal entitlement to a broad, balanced curriculum. We are passionate about supporting all pupils in achieving a positive outcome and developing life skills for the future. The school’s links with outside agencies are strong and ensure that support is sought when necessary to enable disabled pupils and those with special educational needs to access the learning.

Locking Primary School is an inclusive school. It is a single storey building which is accessible on a large, flat site. The building is accessible by the main entrance or through the individual classrooms. There is a disabled toilet and shower as well as a hoist. Locking Primary School has a Moderate Learning Difficulty with Development Delay Resource Base (Treetops) run by a qualified specialist SEND teacher Mrs Sian Fox, as well as bespoke nurture groups and gross motor skill groups provided by specialist learning support assistants.

Locking Green Primary School is working towards achieving the Makaton Friendly Scheme and is an accredited Elklan Communication Friendly Setting.

Who are the Locking SEND team?

SENDCo        

Mrs Amy Jones currently oversees the day-to-day operation of the provision for SEND.

Mrs Jones works Wednesday, Thursday and Friday.

Mrs Jones can be contacted directly via email: senco@locking.extendlearning.org

Class teachers 

All teachers are teachers of children with SEND. They identify, assess and make provision for children with SEND through their quality first teaching.

SEND Information Report 2025

At Locking Primary School we provide a rich and varied learning environment that allows all children to develop their skills and abilities to their full potential. We are committed to providing a broad and balanced curriculum and we ensure that all children in our care have equal access to it. Our vision is to give every child, whatever their starting points, the life chances they deserve. It is our responsibility to open up the futures for our children.

We do this by providing lessons to nurture:

Creativity, Independence and Exploration.

We teach our children in a way they will remember. We make every second count. As part of the Extend Learning Academies Network (ELAN) we work alongside our partner schools. We are all dedicated to providing an EXTRAORDINARY education that empowers our children and staff to always be proud of who they are and what they do.

This SEND information report is linked to the ELAN SEN and Inclusion Policy, the ELAN Accessibility Plan and the North Somerset Local Offer.

The levels of support and provision offered by our school

How do we identify pupils with special educational needs?

All children at Locking are monitored closely by their Class Teachers. This is done through on-going assessment and regular progress meetings. If a child is not making expected progress despite additional support the class teacher will initiate some intervention work. If the Class Teacher feels the child is still not making the required progress, the teacher will seek the advice of the Special Education Needs and Disabilities Co-ordinator (SENDCo). The SENDCo may then invite parents/carers to a meeting and/or carry out observations and assessments to help decide if the child needs to be included on the school record of need. The SENDCo might also contact outside agencies who can offer both parents and school additional advice. This stepped approach to supporting children is known as a graduated response.

Who is the best person to speak to if I am concerned about my child’s progress or other difficulties in school?

If you have any concerns about your child, you should raise them with the class teacher. They will be able to share information with you about your child’s progress and any difficulties that they think your child might be having. Teachers work with your child every day so have the most up to date information. Teachers are responsible for the attainment of all children in their class; if there is a barrier to a child’s learning the teacher will work to find ways to help them overcome any difficulties. Class teachers may recommend that advice should be sought from the school SENDCo. The SENDCo is able to offer advice, carry out learning assessments and make referrals to a range of outside agencies. The SENDCo will coordinate this additional provision and monitor its effectiveness.

How is the decision made about what type and how much support is provided for pupils with SEND?

All teachers are required to offer ‘Quality First Teaching‘. This means that they plan and deliver lessons that all children are able to access, whatever their ability. All children should be making progress in their learning.

Some children will require additional support to make the required progress. Teachers will plan and deliver a range of interventions to help children close the gaps in their understanding or learning of a particular subject. The impact of all interventions are measured with focused assessments.

Teaching Assistants and Learning Support Assistants work across the school to support all children in their learning. All classroom assistants work under the direction of the class teachers.

A small number of children might require more focused support. If this support is different from, or additional to, that which is delivered to the class as a whole the child will be included on the School Record of Need. The SENDCo will oversee and co-ordinate this additional provision. Children on the Record of Need will have regular ‘Assess, plan, do and review’ meetings. The teacher, parents and SENDCo will discuss the difficulties the child is having and plan ways to support them. This is recorded in an Individual Support Plan (ISP). The children will be set learning targets so that we can measure the impact of the additional support. Children on the record of need usually have support from outside agencies such as, Speech and Language or Occupational Therapy. These agencies provide school and parents with additional advice and individual actions for the child.

Children who require ongoing support throughout their schooling and into adulthood may benefit from an Education and Healthcare Plan (EHCP). Parents, school or Medical Professionals can apply to the Local Authority for an EHCP. The Local Authority will decide whether to complete an assessment for the child, and then based on this assessment meeting their criteria an EHCP will be awarded. In North Somerset there is no individual budget attached to an EHCP. A child with an EHCP will have their targets reviewed annually. Children who the Local Authority deem to be at a level that requires specialist intervention will have access to higher needs funding. This funding can be used either, to provide additional resources, to provide specific interventions, or to provide some adult support. Adults supporting children in school are Learning Support Assistants (LSAs). The role of the LSA is to support learning and to encourage children understand the process of learning, not to do the tasks for them, LSAs can be used to support children for certain lessons or parts of the day, rarely are they used as full time support. 

Which types of SEND does the school support?

All teachers are teachers of all children. At Locking Primary School, we work with children with many different types of special educational need. We are able to provide equal opportunities to all children attending our setting. Special educational needs are defined into 4 categories:

Cognition and Learning

Children with cognition and learning difficulties may learn at a slower pace. Some children will need support with certain aspects of learning such as spelling or reading whilst others have complex learning difficulties as well as a physical disability or sensory impairment.

Language and Communication

Children with speech, language and communication needs have difficulty in communicating with others. They may have difficulty saying what they want to, understanding something or not understanding the social rules of communication.

Social, Emotional and Mental Health

Children may experience a wide range of social, emotional and mental health difficulties. These can show themselves in many ways. We work with children who are withdrawn, find it difficult to access learning, have suffered trauma or have difficulty with social interaction. Some children have diagnosed disorders such as attention deficit or difficulties with attachment.

Sensory and/or Physical Needs

Some children have disabilities which prevent them from accessing the educational facilities provided. Most of these children require specialist support and equipment to access the opportunities available to their peers.

What type of provision is available for pupils with SEND?

Provision for ALL Pupils

• A high standard of quality first teaching through whole class or small group teaching. Classrooms are well laid out and all resources are clearly labelled. Children are able to access resources independently.
• Daily routines are established early to enable children to be independent in the classroom.
• Children are given opportunities to work independently.
• There is opportunity for paired and group discussion in lesson times.
• Each class teacher has high expectations of every child and all teaching is built on what your child already knows, can do and can understand.
• Teachers carefully check the progress of each child at regular intervals to ensure that they are accessing their learning opportunity.
• The contributions of every child are valued, and we provide a secure and supportive learning environment. We operate a positive behaviour policy.
• There are displays to celebrate children’s achievement.
• Children take part in P.E. lessons and Forest School sessions each week. 

Additional Targeted Support

• Children who are finding some aspects of learning difficult or who are not making sufficient progress are included in intervention groups which is generally supported by Teaching Assistants. Interventions might include additional sessions for writing, reading, phonics, maths, fine and gross motor skills or dyslexia support.
• Children with SEMH or communication needs may be included in group work for social interaction or emotional literacy. • All work completed in intervention groups is overseen by the class teacher. 
• Teachers make use of visual timetables allowing children to be prepared for what is happening next in their day.
• Teaching assistants and Learning support assistants are available to support in the classroom. Teachers will also work with targeted children.

Individual Support

Children with SEND will have Individual Support Plans, written and reviewed at regular Assess, plan, do review meetings with small, measurable, achievable, realistic and time bound (SMART) targets.

If a child continues to find specific areas of the curriculum difficult, individual or 1:1 input may be beneficial.

Examples of 1:1 support would include: - Speech and Language - Social and emotional support - Physiotherapy - Individual dyslexia or dyscalculia support

Any specific strategies put in place will usually be the result of having input from the SENDCo or a professional agency. Advice is sought from a number of external professionals such as Advisory Teachers, Hearing Support, Vision Support, Speech and Language, Occupational or Physical Therapy. 

Some children make use of personalised visual timetables and now and next boards.

Some children require alternative methods of communication and we make use of Makaton • Some children benefit from sensory assessments and bespoke sensory provision through daily sensory circuits, sensory bags or provisions such as chewellery or wobble cushions.

Some children require alternative methods of recording their work and where appropriate we make use of ICT.

The views of the individual child are an integral to the SEND process within our school and are included in Assess, plan, do, review meetings.

Children are encouraged to talk to staff to share any worries or concerns about learning of social interactions.

The SENDCo works closely with individual children to identify the ways in which they can be supported in school.

Occasionally children require a substantial amount of 1:1 support; this is available for children whose learning needs are, severe, complex and lifelong. This is usually provided for via an Education, Health and Care Plan (EHCP).

What support does the school offer to parents of pupils with SEND?

• The school community are kept up to date with whole school events through regular newsletters and social media posts.
• The school website contains school and class information.
• Our SENDCo runs coffee mornings or afternoons during the year designed to provide opportunities for feedback as well as workshops to support parents/carers at home.
• Children make the most progress in their learning when parents and teachers work together. Children’s progress is shared with parents through parents’ evenings and reports. Teachers are proactive in engaging parents in discussion about their children should they feel that there is something they should be aware of. If more frequent, regular contact is necessary this will be arranged based on the needs of the individual child.
• Parents will be consulted in all aspects of additional provision for their child.
• Parents will be invited in to meet with the SENDCo to review their child’s progress and the support that they are receiving in school.
• Parents are also invited to attend meetings with professionals from outside agencies, Assess, plan, do review meetings, Annual Reviews and Team Around the Child meetings.

Treetops – Resource Hub for Moderate Learning Difficulties and Developmental Delay

Opened in September 2023, Treetops is a new venture for Locking and provides a specialist provision designed for children with an EHCP and an identified needs of moderate learning difficulties and co-occurring needs associated with a developmental delay/moderate learning difficulties. Treetops lead is Mrs Sian Fox, who is specialist SEND teacher with experience working with children with a range of SEND needs, particularly in the Early Years.

Treetops is a 10 place base and can support the needs of children from EYFS to Year 3. It is designed as an early intervention support. Children in Treetops are also members of a mainstream class at Locking Primary School. The support of this provision offers some direct individual and small group teaching in Treetops and, where appropriate, in class support in their mainstream class, depending on the needs of the child. All children have a bespoke package, individual timetables and plans fully adapted to meet their needs. The full offer for each child will be regularly reviewed to ensure it continues to provide appropriate levels of challenge and support. Training and support is also given to mainstream staff to ensure consistency in provision.

Children who attend Treetops all have an Education Health Care Plan and places in the resource base are allocated through liaison with the Local Authority and outside agencies. There is a detailed admissions criteria for entry into the base which all stakeholders look at in order to allocate places accordingly. The main aim on Treetop’s provision is to equip the children with the skills and strategies to access the mainstream environment with the goal of reintegrating the children into their local mainstream school.

How accessible is the school environment?

• There is an ELAN accessibility plan available on the school’s website.
• The school buildings are spread out on an open site. The main building is accessible via steps or a ramp. There is an open lift down to the school hall. One classroom is accessible from the school hall. There are ramps out onto the playground and further classrooms.
• All toilets are at an appropriate height and two disabled toilets are available. Chairs and tables of different heights are available. We can provide special equipment in practical lessons to enable children with additional needs to be independent. Quiet/individual working areas are also available
• Further access arrangements can be found in our accessibility audit which is available on request.
• The SENDCo works closely with Occupational Therapists to ensure that children in our care are able to access their learning environment effectively. Individual specialist equipment is used by some of our children and is sourced through outside agency support. For those children with additional needs, alternative provision can be made for certain activities; examples include additional adult support, alternative travel arrangements, or alternative arrangements for the administration of medicines.

Who will oversee my child’s support?

Your child’s class teacher will be responsible for your child’s daily support and will ensure that there is a graduated response to all children’s learning needs.

The SENDCo will:

• Oversee and co-ordinate additional provision for your child.
• Be an additional point of contact to discuss concerns with parent/carers, children and staff
• Arrange review meetings which include children/young people, their families and involved professionals • Liaise with professionals from outside agencies
• Arrange and carry out annual reviews for children with EHCPs and will complete the annual review paperwork.
• Ensure that transition is managed effectively when children move between classes or schools. In Treetops the Treetops lead teacher will provide this support.

How will the school measure the progress of my child?

The class teacher monitors the children’s progress through observation, marking, verbal feedback, formal and informal assessments. Teachers and senior leaders attend regular pupil progress meetings. Some children with certain types of SEN are likely to be working below age related expectations; their progress will be measured from their starting point.

The impact of interventions will be measured.

Children on the record of need will have individual SMART targets; these are used to measure the success of individual provision. SMART targets will form part of the child’s Individual Support Plan. We use Provision Maps to help support and develop our Individual Support Plans.

Pupils are given the opportunity to share their thoughts on their learning and their progress prior to assess, plan do and review meetings.

How will I know that my child is progressing?

Pupil progress will be shared at Parents’ Evenings and through Annual Reports

Parents who have a child who is receiving SEND support will be invited to assess, plan do review meetings.

If the school feels that outside agency support is required to support a pupil, parent permission will be sought and they will be invited to meet with these agencies whenever possible. Parents will always be sent a copy of any written reports.

Parents are also welcome to arrange additional meetings with the class teacher or SENDCo to discuss progress.

What specialist services are available or can be accessed by the school for pupils with special educational needs?

The SENDCo is a teacher who has additional qualifications, training and experience in working with children who have additional needs/disabilities. The SENDCo is able to complete a range of learning assessments to identify barriers to learning and is able to offer advice on how to support children with additional needs.

Community Paediatricians are specialist paediatricians who provide out of hospital care for children and young people. They also carry out a range of statutory duties in relation to child protection, medical advice for special educational needs, and health assessments of children in care.

Enhanced Provision for Social Communication and Autism can be accessed through school and offer support and advice for children with social communication difficulties or showing behaviours that indicate they may have autism.

Educational Psychologists work with children with the most complex special educational needs and disabilities. They complete statutory work linked to Education and Health Care Plans (EHCPs).

Occupational Therapy and Physiotherapy offer advice and support with physical needs. This can be physical disabilities, support with physiotherapy and conditions such as hypersensitivity and dyspraxia.

Speech and Language Therapy work with you and your child to encourage clear speech development. They are also able to help with delayed speech and stammering. We will liaise with Therapists and follow guidelines to ensure our practice supports your child’s individual needs

The School Nurse is available for parents who need support at home with issues from toileting to dietary concerns and to parenting strategies.

Vision Support offer support and advice for schools and families with regards children who have limited or failing sight.

Hearing Support are able to administer hearing tests and to offer support and advice for children with temporary and permanent hearing loss/difficulties.

Child and Adolescent Mental Health Services (CAMHS) offer assessment and treatment when children have social, emotional or mental health needs. We also have access to a Mental Health Support worker who works in school every Wednesday. Referrals to CAMHS and our MHST support are accessed through our Mental Health Lead Sharon Ledbury in consultation with our SENDCO.

ELAN has a SEND Lead practitioner who is available to the school to offer further advice should the school feel it necessary. 

Download a copy of this SEND Information Report 2025

SEN Information Report September 2025 FINAL.pdf

END of SEND INFORMATION REPORT

Mental Health Support

Miss Sharon Ledbury (Mental Health Lead) offers support to children and families going through difficulties at home and at school.

Support staff

Support staff work under the direction of class teachers and SENDCo

If you wish to contact the school SENDCO please do so through the school email address and it will be forwarded to Mrs Amy Jones. Alternatively, you may wish to call the school on 01934 822867 to speak to her directly. 

What do I do if I think my child has child has additional needs?

Please discuss any concerns with your child’s class teacher, who can liaise with the SENDCo.

How do we identify children with Additional Needs?

Our highly experienced staff are committed to identify additional needs as early as possible to ensure that appropriate support is put in place. Children’s additional needs are identified in the following ways:

• Discussions with parents / carers
• Pupil tracking and pupil progress meetings
• Observations by teachers and other staff
• Discussions / work with the SENDCo
• Liaising / discussions with previous schools / providers
• Working closely with ELAN specialist support
• Where available support from health, social care and other agencies

Assessment and Review of Provision:

Ongoing assessment of progress and provision ensures all children access effective learning opportunities. Assessment procedures include:

• Feedback from the child
• Feedback from support staff
• Day to day teacher observations
• Discussions with parents / carers
• Discussions / observations by SENDCo / external agencies
• SENDCo report to Governors
• Ongoing assessment of SEN provision and intervention singularly and as part of the whole school Monitoring and Evaluation cycle
• Termly tracking and challenge for all pupils

 Supporting social and emotional needs:

Children’s social and emotional development affects their behaviour and their learning. We support their development in this area by:

• Sensitive teaching and a commitment to flexibility.
• A pastoral team who provide 1:1 work/small group and class support.
• Having an awareness of bullying on children’s wellbeing.
• Well being features strongly and is embedded throughout our curriculum.

For further information, please see the ELAN SEN and Inclusion policy, anti –bullying policy and the pastoral information on the website.

Accessibility

We work hard to ensure all children are able to access all aspects of the curriculum and the school environment.

Participation in the Curriculum

We provide all pupils with a broad and balanced curriculum, differentiated and adjusted to be inclusive of the needs of individual pupils and endorses the key principles in the current National Curriculum framework, which underpins the development of a more inclusive curriculum:

• Setting suitable learning challenges.
• Giving all pupils the opportunity to experience the “wider world” responding to pupils’ diverse learning needs
• Overcoming potential barriers to learning and assessment for individuals and groups of pupils in line with our Inclusion Policy
• As children’s special needs are identified, appropriate measures are put in place, using expert advice where necessary, to develop the children as independent learners within the bounds of their SEN/Disability.
• Parents/carers are encouraged to help develop aspirational and appropriate outcomes for children with SEND
• All children are fully included in all areas of the curriculum within the designated school times including school trips, plays and school clubs regardless of their SEND.
• The ethos of the school celebrates diversity and encourages inclusion through assemblies, religious education and PSHE.

Specific information about particular arrangements can be gained by talking with the SENDCo.

What specialist services and expertise are available at or accessed by the school?

We work with a broad and range of professionals including:

• ELAN Advisory Teacher for Cognition and Learning- Cat Wright
• ELAN Educational Welfare Officer (EWO)- Mahad Ali
• Educational Psychologist for statutory support
• CAMHS (Child and Adolescent Mental Health Service)
• Social Care
• Speech and Language Therapy
• Occupational Therapy
• Hospital consultants
• School Nurse
• Paediatrician
• Vision support

How will I know how my child is doing?

You can expect regular meetings to discuss the progress you child is making and support from home and school that is needed.

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

Activities and school trips are available to all children, and arrangements can usually be made to make this possible. A risk assessment is carried out before the trip takes place so we know everyone will be safe. In the unlikely event that it is considered unsafe for a child to take part in an activity, then we will make sure he or she has an alternative thing to do that is just as much fun.

How accessible is the school both inside and outside?

Locking school can offer disabled toilets, a lift, and ramps to get into school, hoist, handrails and other smaller aids. Where specific resources are required in order to access the curriculum, these will be sourced in line with the recommendations given.

Funding

Like all schools, a proportion of our budget from North Somerset is designed to support children with additional needs. We plan how to use this budget to best effect, supporting all children with an additional need. Where a pupil has significant needs additional funding can be sort as part of an Education Health Care Plan (EHCP). 

Transition

As children move on, whether this by within Locking, or on to another school, there is always a detailed handover from the current class teacher, SENDCo and any other relevant staff to the new class or school. This ensures the child starts the next phase in their education with staff having a clear understanding of their needs and strategies to support them.

Complaints’ procedure

In the first instance, please see your child’s teacher if something has gone wrong. If it cannot be sorted out then please ask to see Mrs Amy Jones (SENDCo) or Mrs Simpson (Headteacher).

Who can I contact for further information?

To find information about North Somerset Local offer contact to be confirmed by North Somerset.

 http://nsod.nsomerset.gov.uk/kb5/northsomerset/directory/family.page?familychannel=5000

Supportive parents can be contacted through www.supportiveparents.org.uk

Special Educational Needs Team at North Somerset

Telephone: 01275 888297

E-mail: SEN.Team@n-somerset.gov.uk

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