Inclusion & SEND

Tilstock CE Primary School is an inclusive school where every child is known, valued and supported.

We:

• Identify needs early
• Adapt teaching effectively
• Work closely with families and external agencies
• Ensure reasonable adjustments enable pupils to access the curriculum

Disadvantaged pupils and those with SEND are supported so that they can achieve well and develop positive self‑esteem. We regularly review the impact of provision and intervention, to ensure no child is left behind.

SEND Information – Tilstock CE Primary School

Our Inclusive Ethos

At Tilstock CE Primary School, we are committed to ensuring that all pupils, including those with Special Educational Needs and/or Disabilities (SEND), are supported to achieve their full potential.

Guided by our Christian values of Hope, Joy, Achieve, Aspire, Respect and Nurture, we are an inclusive school where every child is known, valued and supported. We believe that all children should experience success, develop confidence and feel a strong sense of belonging.

Identifying Special Educational Needs

We take a graduated, early‑identification approach to SEND. Pupils may be identified through:

• Ongoing teacher assessment and observation
• Discussion with parents and carers
• Information from previous settings
• Concerns raised by staff or external professionals

Needs are identified in line with the SEND Code of Practice (2015) and fall within the four broad areas of need:

• Cognition and learning
• Communication and interaction
• Social, emotional and mental health
• Sensory and/or physical needs

Early identification enables us to put the right support in place promptly.

Supporting Pupils with SEND

High‑quality teaching is the foundation of support for all pupils. Teachers adapt lessons to meet individual needs through:

• Clear modelling and explanation
• Appropriate scaffolding
• Targeted questioning and feedback
• Sensible adjustments to tasks and resources

Where needed, pupils receive additional targeted support, which may include:

• Small‑group or individual interventions
• Adjustments to classroom routines
• Pastoral or emotional support
• Specialist resources or equipment

Support plans are regularly reviewed to ensure they are effective and responsive.

Working with Parents and Carers

We value parents as key partners. We work closely with families to ensure:

• Clear communication about their child’s needs
• Regular opportunities to review progress
• Joint planning for next steps

Parents are encouraged to contact the class teacher or SENDCo at any point if they have concerns or questions.

The Role of the SENDCo

Our SENDCo oversees SEND provision across the school and works closely with staff, families and external professionals.

The SENDCo is responsible for:

• Coordinating provision and support
• Monitoring progress and impact
• Supporting staff with training and guidance
• Liaising with external agencies

External Agencies

When appropriate, we work with a range of professionals, including:

• Speech and language therapists
• Educational psychologists
• Occupational therapists
• Behaviour and mental health services

This partnership approach ensures pupils receive the most appropriate support.

Assessing Progress and Impact

We regularly review the impact of SEND provision. This includes:

• Monitoring academic and personal progress
• Reviewing support strategies
• Adjusting provision where necessary

Our aim is for pupils with SEND to achieve well from their starting points, develop confidence and make secure progress over time.

Accessibility and Inclusion

We are committed to removing barriers to learning and participation. Reasonable adjustments are made to ensure that pupils can access the curriculum, school activities and enrichment opportunities.

Complaints

If parents are dissatisfied with SEND provision, concerns should be raised with the class teacher or SENDCo in the first instance. Full details can be found in the school’s complaints policy > Marches Academy Trust School Policies.