Supporting Children with Special Needs or Disabilities


Coldfall Primary School Vision

To go further than we thought

To run faster than we hoped

To reach higher than we dreamed

To become the best that we can be


Mission Statement

At Coldfall we have very clear aims for our children, staff and school. We are committed to ensuring that children with additional needs are supported appropriately. With this support in place, our expectation is the same for children with additional needs as it is for typically developing children. Our aims are set out below.


We aim for our children to have/be:

  • Very good basic skills
  • Able to discover, nurture and use their talents
  • High level of emotional intelligence and social skills
  • Very well behaved, polite and courteous
  • A strong moral sense, are kind, caring, respectful, cooperate well and are good citizens
  • Creative, love to learn, learn to learn and will become lifelong learners
  • Healthy minds and bodies
  • Whole, rounded, self-confident, positive human beings who believe in themselves and their potential


We aim for our staff to have/be:

  • Confident, positive, empowered, inspiring
  • Team players, willing to learn from each other and share ideas
  • the highest of expectations and unshakeable belief in the children, each other and themselves
  • warm, caring, positive relationships with children, parents, each other
  • exemplary role models
  • highly capable, reflective practitioners who constantly review their practice and strive for excellence
  • complete commitment to children and their learning and development


We aim for our school to be/have:

  • a centre of excellence and inspiration
  • a family, community ethos
  • innovative, progressive, forward thinking and outward looking
  • highly inclusive
  • run smoothly and effectively on all fronts


Type of school

We are a three form entry community primary school catering for children from Nursery up to Year 6.


Our Ofsted rating

We are rated as outstanding by Ofsted.


How we know if a child has special educational needs

  • Teachers continually review the progress made by each child in their class in order to identify any potential barriers or difficulties with learning or socialisation. If any concern is noted this will be discussed with the child’s parents.
  • Teachers meet termly with the senior leadership team (SLT) to discuss pupil progress and provision. Any concerns will be discussed specifically with the Special Educational Needs Co-ordinator (SENCO).
  • An open dialogue between parents and the school is encouraged. If a parent has a concern about their child they should discuss this in the first instance with the class teacher.  If concerns persist parents may make an appointment to meet the SENCO.
  • Class teachers ensure that children’s individual needs are catered for appropriately within their classroom, whilst the SENCO provides advice regarding which strategies and/or intervention programmes may be appropriate.
  • The SENCO makes referrals to external agencies/professionals if this is agreed to be appropriate


(due to the nature/complexity of the child’s difficulty).  Referrals are only made with parental support.


What we do to help children with special educational needs

  • It is our vision that all children should be fully included in their class regardless of need, as we believe that peer support and role models provide a very positive influence. In addition we believe it the right of every child to experience the full range of teaching and experiences on offer at Coldfall.
  • The SENCo completes an audit of need for each class within the school. These documents clarify children’s barriers to learning and intervention which is in place.  They are evaluated and updated each term, so as to ensure information is relevant.
  • Class teachers consider the individual needs of the children within their class when planning. Additional resources, modifications or support from an adult or peer may be identified as necessary in order that children with additional needs can achieve within lessons.
  • Some children require targeted intervention in small groups or 1:1. The progress of children involved in intervention programmes is tracked, so as to ensure that intervention programmes are effective.
  • A small number of children require a personalised work programme due to the complexity of their additional needs. This is planned by the class teacher with support from the SENCO.
  • Teaching assistants and/or the school’s Learning Mentor may work directly with children who have additional needs for some of their time at school. This may be in the form of support during lessons or withdrawal in order to participate in intervention, enrichment or mentoring programmes.
  • Parents and teachers of children who are on the school’s special educational needs register meet formally three times a year with the SENCO to review progress, provision and to identify next steps.
  • Outside specialists may support the needs of some pupils if this is deemed appropriate.


How we adapt our teaching for children with special educational needs

  • Where necessary, learning objectives may be simplified in order to accurately match a child’s stage of development, so as to ensure they can make progress within every lesson.
  • Children with specific learning difficulties may record their learning using alternative methods. For example, a dyslexic child may produce a mind map to demonstrate knowledge, rather than being expected to produce a piece of extended writing.
  • Additional resources and/or scaffolds may be provided. For example, a number square may be provided to help with calculation.
  • Appropriately pitched questions are directed at children, so that all can be actively involved in whole class learning.


How we decide what resources we can give to a child/young person with special educational needs

  • The school’s SEND budget is used to fund additional adult support in class, at playtimes and so that intervention, enrichment and mentoring programmes can take place; to buy any specialist support, and/or resources which are necessary to ensure access to the curriculum; to cover the cost of training in order to build staff skills.
  • Resources are allocated in line with each child’s needs.
  • The SENCO liaises with the school’s Business Manager and Head Teacher in order to ensure that the SEND budget is spent appropriately to support children with additional needs.
  • Additional funding is provided by the Local Authority for those children who have a Statement of Special Educational Needs or Education Health Care Plan.


How we check that a child is making progress and how we keep parents informed

  • Teachers use information gathered through marking, assessment for learning and conferencing to update Pupil Asset regularly. This system enables teachers and senior leaders to have an accurate picture of each child’s progress.  It is also used as a planning tool.
  • Children are tested formally once a year (in the summer term). This information is tracked using Pupil Asset.
  • The SENCO tracks and analyses attainment and progress data annually for all children on the SEN register.
  • Children involved in intervention programmes are assessed at the start and end of the program in order to measure impact.
  • There are three parents’ evenings per year where progress will be discussed with parents of children who are not on the Special Needs register. Teachers may contact parents, or vice versa, in order that concerns regarding progress can be discussed more frequently and to provide advice on supporting children at home.
  • Parents of children on the Special Needs register do not attend parents’ evening as they will meet formally with the SENCO and class teacher three times a year. External professionals may be invited to these meetings.   In exceptional circumstances more frequent meetings may be requested by any party in order that concerns regarding progress can be discussed more frequently and to provide advice on how to support children at home.
  • Teachers write an annual report for all children during the summer term. These are shared with parents on exhibition evening.
  • The school arranges practical presentations on such topics as phonics, reading and maths in order to build parent’s skills, so that they are more confident and able to support their children at home.  These may be held on parents’ evenings or during the school day and are advertised in our school newsletter – Coldfall Headlines.


Support we offer for children’s health and general well-being

  • Class teachers, trainee teachers and teaching assistants are responsible for providing pastoral, medical and social support to the children within their classes. This includes supporting children with behavioural difficulties.  Responsibility is shared by all supervising adults on duty at play and lunchtimes.  In the case of children with complex needs or attendance issues, the Learning Mentor or SENCO may provide additional support to the child and family.
  • Our Personal, Health and Social Education programme (PHSE) includes teaching children about values, drugs, sex and relationships (SRE) and healthy lifestyles. PHSE is taught at an age-appropriate level in class and is the focus for many assemblies.
  • Parents of children who have a medical condition must notify the school, so our medical register is accurate.
  • Children who have serious or chronic medical needs must have a medical plan identifying what their condition is and what care needs to be provided as a result. If your child has a serious medical condition you must ensure that you make an appointment with the SENCO, so that a plan can be drawn up.
  • If your child has an asthma pump or Epipen you must ensure that these are labelled (child’s name and class) and handed to the school office, so that they can be stored in the medical room.
  • If your child needs prescribed medicines these should, where possible, be administered at home. If medicine needs to be administered during the school day you must request a form from the school office and ensure that this is filled in and returned to school.  Medicines will not be administered if this procedure has not been followed.  A fridge is available in the medical room to store medicines that need to be refrigerated.
  • At Coldfall we embrace children’s views and ideas. Our creative curriculum and independent learning time encourage children to have ownership over their own learning by allowing them some element of choice.  Our Year Six captains meet regularly with the Head Teacher, so that they can contribute to whole school decisions. Pupil questionnaires and interviews are used to help us understand children’s barriers to learning, their emotional well-being and how we can support them more effectively in all areas of school life.


Specialist external services we use when we think extra help is needed

  • We have access to an Educational Psychologist who can help with the identification of specific learning difficulties and barriers to learning; provides support and advice to parents and school staff with regard to ensuring provision is appropriate and needs are met for children with additional needs; and may work directly with children as part of their personalised support package.
  • An NHS Speech and Language Therapist supports us in school. She can help to identify children who have a specific difficulty with speech, language and communication.  She also works directly with children providing blocks of speech and language therapy, as directed by the NHS.
  • The Haringey Autism Team works with us in an advisory capacity to ensure provision is appropriate and effective strategies are being used for children on the autistic spectrum. They also run parenting classes externally in order to support parents.
  • The SENCO liaises with social care and therapeutic services in order to ensure families can be supported in times of need, or to build parenting skills.
  • Other external services may be commissioned if needed.


Staff training

Regular training on SEND issues are scheduled for class teachers and support staff.  Staff have received training in the following areas.


  • Dyspraxia
  • Numicon



  • Autism Awareness
  • Vocabulary
  • Working memory
  • Trauma
  • Mental Health
  • Positive Handling
  • Effective differentiation



  • The New SEND Code of Practice
  • Dyslexia
  • Phonics and reading
  • National Award for SEN co-ordination (SENCo)



  • Sensory Processing
  • Supporting children to become writers


  • Quality first teaching
  • Lego therapy
  • ELKLAN: Speech, language and communication (SENCo)


  • Sensory Processing (teaching assistants)
  • Autism Awareness (School Direct students)
  • Finding resources and catering for additional needs (School Direct students)

How we include children in activities and school trips

  • Our philosophy at Coldfall is to include all children in our enrichment programme including attending school trips. Children with additional needs may need special consideration in order to ensure that they can participate, for example by ensuring that 1:1 support is available for a child with complex needs or ensuring a wheelchair is available for a disabled child who may not be able to walk as well as his/her able-bodied class-mates.
  • Parents are often invited to school trips to provide an appropriate level of supervision and ensure the safety and well-being of all.


Our school environment

  • Our site is accessible to wheel-chair users due to ramps and a lift.
  • We have a disabled toilet and shower facilities.
  • We have an evac-chair.


Admission and transition arrangements

  • Children with additional needs are welcome at Coldfall.
  • If you are the parent of a child with additional needs and are considering applying for a place at Coldfall for your child, you may wish to contact the SENCO to discuss his / her needs and how they could be met.
  • Parents of children with additional needs will be invited to meet with the SENCO prior to their child starting at Coldfall in order that the school has a good understanding of the child’s needs and can insure appropriate support and provision is in place.
  • If appropriate, introductory visits or part-time arrangements will be made for children with complex needs.
  • The SENCO liaises with colleagues in nurseries, pre-school settings and secondary schools in order to ensure appropriate transition arrangements are in place.
  • Year Six teachers plan lessons during the summer term in order to prepare children for secondary school.
  • Visits to local secondary schools are arranged for children who will be transferring to them.
  • There are clear transition arrangements made at the end of each academic year for individual pupils to ensure a smooth handover.


How parents are involved in school life

  • Our school encourages an open dialogue with parents. We value parents’ contributions and knowledge and strive to work in partnership in order to ensure children can progress and reach their full potential.
  • We encourage parents who have a special skill or knowledge to come into school and share this with the children. If you would like to share your skill/knowledge please speak to your child’s teacher.
  • Parental involvement sessions are planned regularly where parents are invited into the school/classroom to participate in or celebrate children’s learning. These are advertised in Coldfall Headlines.
  • Parents are invited to their children’s class assembly and coffee mornings. These are held on Friday mornings in the main hall and are advertised in Coldfall Headlines.
  • There are often opportunities for parents to provide additional support for example as a volunteer reader. If you would like to volunteer your services please speak to your child’s class teacher.
  • Parents are asked to complete a questionnaire annually.
  • Parents are invited to class meetings, training, parents’ evenings and exhibition evening.


Who to contact for more information or to discuss a concern

  • Parents should contact their child’s class teacher in the first instance.



February 2017

Value of the Month


‘A successful team is a group of many hands but of one mind.’

Read more.