The Tedder School – SEN and SEND Local Offer

Contact for Special Educational Needs Co-ordinator - Mrs Alison Crawshaw - or contact 01526 320088

The children’s minister, Will Quince, has written an open letter to parents and carers of children and young people with SEND.  
In the letter, the Minister reaffirms his commitment to delivering the SEND review and the importance of supporting the most disadvantaged children and young people. He outlines his plans to continue to visit schools, nurseries and colleges around the country to directly hear first-hand from children, young people, parents and carers, school, college and local authority staff as well as meet with SEND organisations and experts so they can influence proposals.
Read the letter in full

Alongside the letter, DfE has published information about the members of the SEND review steering group. The new group was set up to assist the department conclude the SEND review at pace and advise on proposals to be set out in a SEND green paper to be published in the first three months of 2022. See further information on the group

An overview of the school

Digby The Tedder School is a small, rural, primary school of approximately 108 pupils, aged 4 -11. We are situated behind the wire on RAF Digby which means that most of our children come from Forces Families and mobility is high.

We are an inclusive school and strive to support all children to enable them to make the best possible progress and achieve well.

To accomplish these aims, we offer a broad and balanced curriculum with high quality teaching. We provide effective support for children with special educational needs and disabilities, starting from our first contacts with parents and carers when a child enters our school.

We make sure that additional needs are identified early and we offer a range of provision according to identified needs. We work with a range of other professionals, e.g. Educational Psychologists, Hearing Impairment Service, Health Service etc., to make sure that all children receive the support they need to do well at school.

What should I do if I think my child may have special educational needs?

  • If parents/carers have concerns about the progress or attainment of their child they should in the first instance make an appointment to speak to the class teacher to discuss their concerns, who will then liaise with our Special Needs Coordinator (SENCO) as appropriate.

 How will the school respond to my concern?

  • We will always listen to your concerns and take time to explain anything that might be worrying.

  • Parents can approach their child’s class teacher at any time if they are worried about their child.

  • Parents are kept informed at all stages in the process of identification and assessment of needs and are invited to participate in discussions of support planned for their child.

  • They can obtain advice on how to help at home with any particular aspect of learning.

What will the school do to support my child?

  • There will be a cycle of Assess/Plan/Do/Review where children and parents will be involved in the process.

  • There are a range of interventions in place in our school which may be used when we identify a need for additional support.
  • Further assessments may involve a specialist, such as the school’s Educational Psychologist or allocated Speech and Language Therapist.

  • Parents/carers are given copies of any specialist assessment reports and can discuss them with the teacher/SENCO.

Who will support my child in school?

  • The class teachers monitor each child’s progress and discuss this with the SENCO and the parent/carer.

  • An Individual Education Plan (IEP) is made, with clear, achievable targets and discussed with the child and parents.

  • We have pupil progress meetings each term which involve staff who have supported the child. Each term, we meet the parents/carers and discuss the child’s progress.

What training and experience do staff have to support my child’s needs and who else might be involved in supporting my child?

  • We identify training needs and have a detailed training plan for teachers and support staff.

  • Our SENCO organises SEND training, calling on the services of the specialist providers, such as our Special Needs Support, Educational Psychologist, Speech Therapist and Outreach teachers as necessary.

What support will there be for my child’s emotional and social well-being?

  • The well-being of all of our pupils is our primary concern. They are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities. Personal, Social and Health Education (PSHE) and Social and Emotional Aspects of Learning (SEAL) are integral to our curriculum and are also taught explicitly on a weekly basis.

  • Additional support from specialist staff is arranged as needed for individual pupils, both in and out of the classroom; a tailored personal plan may be put in place for pupils with the highest need.

  • Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.

  • We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence.

  • Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.

  • Pupils’ views are sought through school council and other forums.

How will my child be involved in the process and be able to contribute their views?

  • Children’s views are always sought and these views are valued and discussed with their parents and professionals during review meetings.

  • All children have personal targets which are reviewed with the child throughout the year.

  • Children are encouraged to reflect on their learning and to celebrate and share their achievements.

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

  • All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress.

  • Differentiation is planned for groups and individuals according to need: for example, for a child who has Speech, Language and Communication Needs (SLCN), teachers will use simplified language and/or pictures to support them to understand new vocabulary.

  • The school is well resourced with a wide range of learning materials to make sure the curriculum is accessible to all.

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

  • The class teachers monitor each child’s progress and discuss this with the SENCO and the parent/carer during the termly meetings with parents/carers. (These meetings may take place more frequently if needed.)

  • Open dialogue will be maintained with parents/carers. This is done through a range of strategies, including:-

    •  regular meetings to review progress,

    •  Home School Diaries,           

    •  Individual Target Reviews, Annual Reports.

  • Our school is always willing to listen to your concerns and appointments can be made at any time through the school office.

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

  • All children’s progress is tracked closely by their class teachers and senior staff

  • Progress is measured against national expectations and children’s own developmental stages.

  • All children have individual targets.

  • Evidence is gathered through observations, completed work and discussions with your child.

  • Early learning Goals, National Curriculum levels, PIVATs and individual targets are monitored termly by class teachers.

  • Formal Assessments include:-

    • End of Key Stage Assessments

    • Reading and Spelling Ages

    • Phonics Screening

    • Teacher Assessments  

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

  • Our Equality/Inclusion Policy promotes involvement of all of our learners in all aspects of the curriculum including activities outside the classroom.

  • Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs

  • Parents /carers are consulted and involved in planning.

How accessible is the school environment?

  • The school is fully accessible to all.

  • There is access to support for families with English as a second language

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

  • As the majority of our children are from Forces Families, they join us at various points throughout the year and at various ages.

  • Welcome booklets are given and transition days / visits to school are planned as required.

  • In some instances, i.e. intake from the Pre-School on camp, school staff are able to visit children in their current settings.

  • New parents’ meetings take place annually, giving families the opportunity to familiarise themselves with the school environment and to meet staff.

  • The school brochure and website provide information about policies and day to day school life.

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

  • In Year 5, the transfer options are explained to parents/carers and they have the opportunity to visit secondary schools before making a decision and expressing a preference.

  • Teachers and the SENCO will pay particular attention to preparing pupils with SEND for transfer to secondary school, addressing both the learning and the well-being concerns that may arise.

  • Further support is provided as necessary for those with SEND, including additional visits to the new setting.

How can I be involved in supporting my child?

  • We work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations.
  • We operate an open-door policy to allow parents to contact their child’s class teacher with ease.
  • Home / school diaries; supporting homework tasks.
  • Coffee mornings where informal discussion can take place about your child.
  • Parents are invited to become involved in school-life through a number of means e.g. hearing children read and ongoing invitations to school events throughout the year.
  • We host parent open afternoons, to model our approaches to learning in various subjects, giving parents the confidence to support their child’s learning at home.
  • Our Governing Body includes Parent Governors/representatives.

How can I access support for myself and my family?


For further information please see: