Placing a child on the SEND Register
Identifying Special Educational Needs and Disabilities (SEND)
At Winmarleigh Church of England Primary School, we are committed to ensuring that every child receives the support they need to enjoy learning, believe in themselves and achieve their full potential.
In line with the SEND Code of Practice (0–25 years), we carefully monitor the progress and development of all children. We recognise that children learn and develop at different rates and that some may require additional support to overcome barriers to learning.
A child may be considered for inclusion on our SEND Register when, despite high-quality teaching and appropriate adaptations:
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Their progress is significantly slower than that of their peers starting from a similar baseline.
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Their progress does not match or improve upon their previous rate of progress.
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The attainment gap between the child and their peers does not close.
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The attainment gap between the child and their peers widens.
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They have an identified learning difficulty or disability that requires special educational provision.
We recognise that slow progress or low attainment does not automatically mean that a child has SEND. Similarly, having a medical condition or disability does not necessarily mean that a child requires SEN support. Each child's individual circumstances, strengths and needs are carefully considered.
Working in Partnership with Parents and Carers
At Winmarleigh, we believe that positive relationships with families are essential to supporting children successfully.
Decisions about placing a child on the SEND Register are made in consultation with parents and carers. Our SENDCo works closely with families, class teachers and the Headteacher to identify needs, agree appropriate support and review progress.
Class teachers, the SENDCo and Headteacher regularly monitor children's progress throughout the school year. This enables us to identify children who may be experiencing difficulties and respond as early as possible.
We also value the views of children themselves, ensuring that their strengths, interests, experiences and aspirations are considered when planning support.
