St Thomas à Becket C of E Primary School

EQUA Trust

SEND

Special Educational Needs and Disability Provision and the Local Offer

From September 2014 all schools and academies are required to publish information about their SPECIAL EDUCATIONAL NEEDS and DISABILITY (SEND) provision. In Wiltshire, this will form part of a Local Offer and details about our SEND provision, and that of other schools’ and agencies’ provision, will be found under a dedicated Local Offer website found at:

Special educational needs - Special Educational Needs and Disability Service - The SEND Lead Worker - WPCC (wiltshireparentcarercouncil.co.uk)

Our Special Educational Needs and Disability Policy can be viewed in the documents below.

The policy is in line with the Code of Practice which can be found here.  The Code of Practice focuses on providing the right support for children and young people from 0 to 25 who have a special educational need and / or a disability. 

Equa Equality Policy and Accessibility Plan and Admission Procedures are located in Policies.

Below is our Local Offer and SEND Information Report that will help you understand more about SEND and our approach to SEND at St Thomas a Becket Primary School. Please click on the links to take you to the information.

SENCO: Mrs Steph Baggaley sbaggaley@stthomas.equamead.org 

SEND Information Report:

Our Approach to SEND

At St Thomas a Becket Primary School, we believe every child is a unique gift and has the right to flourish, achieve and succeed. We are committed to providing an inclusive environment where children with special educational needs and disabilities (SEND) are supported to access the curriculum, take part in all areas of school life, and reach their full potential.

We follow the SEND Code of Practice (2015) and provide support across the four broad areas of need:

  • Communication and Interaction

  • Cognition and Learning

  • Social, Emotional and Mental Health

  • Sensory and/or Physical Needs

Identifying and Supporting SEND

  • Children’s progress is regularly monitored by class teachers and the senior leadership team.

  • Concerns may be raised by teachers, parents/carers, or pupils themselves.

  • Assessments and observations help us identify barriers to learning.

  • Where appropriate, we work with external agencies such as Speech and Language Therapy, Educational Psychology, or Occupational Therapy.

The Role of the SENDCo

Our SENDCo (Special Educational Needs and Disabilities Coordinator) is responsible for overseeing SEND provision across the school. They:

  • Work with staff to plan appropriate support and interventions.

  • Coordinate meetings with parents and outside professionals.

  • Monitor the impact of support on children’s progress.

  • Ensure staff are trained to meet a wide range of needs.

Working with Parents and Pupils

We know that strong partnerships lead to the best outcomes. We:

  • Meet with parents regularly to review progress and next steps.

  • Involve children in setting and reviewing their own targets.

  • Provide clear communication and opportunities for families to ask questions or share concerns.

The Graduated Approach

We use the Assess – Plan – Do – Review cycle to ensure children receive the right support:

  1. Assess – Identify needs through teacher assessments, observations, and input from specialists.

  2. Plan – Set clear, achievable targets and agree support strategies.

  3. Do – Provide tailored teaching and interventions.

  4. Review – Evaluate impact with parents, children, and staff, and adjust support as needed.

Access to the Curriculum

  • Lessons are carefully differentiated to meet a range of abilities.

  • Additional support may include small group work, 1:1 intervention, adapted resources, or use of technology.

  • We promote independence and resilience alongside support.

Social and Emotional Support

We recognise that well-being is central to learning. Our pastoral support includes:

  • Nurture groups and mentoring.

  • Support for developing friendships and social skills.

  • Access to counselling or emotional well-being services when needed.

Accessibility

  • Our building and facilities are accessible to all children, including those with mobility needs.

  • Reasonable adjustments are made to ensure equal access to learning and activities.

  • We welcome children with medical needs and work with health professionals to provide care plans.

Transitions

We support children at key points of transition:

  • Additional visits and preparation for starting Reception.

  • Transition programmes when moving to secondary school.

  • Handovers and meetings with new teachers to share strategies and successful support.

Further Information

  • For more detail, please see our SEND Policy and Accessibility Plan (available on our Policies page).

  • Our provision is fully aligned with the Local Authority’s Local Offer, which sets out the support available across the area.

  • If you have concerns or questions, please contact our SENDCo through the school office.

Documents

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