Special Educational Needs and Disabilities - SEND

As a result of reforms to Special Educational Needs and Disabilities ( SEND) schools are required to provide information about their capacity to offer support for pupils with SEND via our website.

Below is our SEND information report. We have prepared the information in the form of FAQ and a Flowchart in line with the approach adopted by Millom Partnership of Schools. Please click any of the questions or links below.


The SEND Local Offer is an offer of all the services that are available to support children with Special Education Needs and Disabilities (SEND) and their families. It sets out what is available in schools to help children with lower level SEN as well as the options available to support families who need additional help and care for their child. Cumbria Local Authority also provide a local offer detailing the available services for young people from birth to 25 who have Special Education Needs and Disabilities.

Haverigg Primary School is a mainstream setting where all children are welcome whatever their abilities and needs.

  • At Haverigg, we believe that all children should have access to a broad, balanced and relevant curriculum, which is differentiated and adapted to meet their individual needs. We strive to provide this for each child and our ongoing cycle of assess, plan, do review provides clear next steps.
  • The building is accessible to children with physical disabilities with outside areas that have been adapted for physical needs including sloping pathways and ramps and internal changing rooms and disabled toilets.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • Extracurricular activities and after school provision is accessible for children with SEND.
  • We are always happy to meet parents to discuss individual access requirements.

We know if a child needs help if:

  • Concerns are raised by you, the parents/carers, teachers or the child
  • A child is then identified as not making progress
  • There is a change in a child’s behaviour or progress. If any of these are evident then some of the following actions will be taken:
  • The school will set up a meeting to discuss this with you in more detail
  • Listen to any concerns that parents/ careers and/or teachers may have too
  • Plan any additional support your child may receive
  • Discuss with you any referrals to outside professionals to support your child’s learning
  • Complete an Early Help assessment as part of the referral process – This assessment gives both parents and school the chance to record their thoughts and observations and build a clear picture of the child’s current needs – this then helps to identify the specialist help needed. Additionally and importantly it is essential in establishing an ongoing, positive and supportive team around the child.

If you have concerns about your child’s progress you should speak to your child’s class teacher initially and as soon as you feel that slight “niggle”, don’t leave it.

Class teachers will always pass on concerns to the SENDCo if they feel they need advice or support to plan next steps.

However if you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENDCo/Head teacher: Mrs M Narongchai

If you are still not happy you can speak to the school SEND Governor: Mrs Zareena Abidi-Sheldon

At Haverigg Primary School the Headteacher is also the SENDCo.

  • I co-ordinate all of the support for children with Special Educational Needs or Disabilities (SEND)
  • I develop the school’s SEND policy to ensure that all children get a consistent, high quality response to meeting their needs in school.
  • I ensure that you (the parents) are:
  • Involved in your child’s learning
  • Kept informed about the support your child receives and of the outcomes any assessments and observations from outside specialists.
  • Involved in reviewing how they are getting on
  • I identify the training needs in school and support the class teachers and teaching assistants so they can help the children with SEND in our school achieve the best progress possible.
  • I update the SEND register (a system for ensuring all the SEND needs of pupils in our school are known)
  • With advice I develop and plan appropriate learning programmes and interventions to meet your child’s specific needs.
  • I liaise with external support services that may be coming into school to help support your child’s learning, e.g. speech and language therapists, physiotherapists, social services, occupational therapists and Educational Psychologists etc.
  • In my role as Headteacher I make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.


The class teacher is responsible for

  • Monitoring the progress of each child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENDCo know where necessary.
  • Writing individual targets as part of their SEND profiles, and sharing and reviewing these with parents at least twice a year
  • Ensuring that all support staff working with your child are kept well informed of their targets and individual needs, so that your child can achieve the best possible progress
  • Ensuring that our school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.


The SEND Governor is responsible for

  • Making sure that the necessary support is made for any child who attends the school who has SEND.
  • Listening to, responding to and working in partnership with the parents and school to resolve any issues brought to their attention by a parent which have not been resolved through previous discussions with school staff

Within the classroom


As part of our school budget we have a SEND budget that we use to support children who need general support in class and whose needs do not meet the criteria for additional funding. On a daily basis and as part of our good practice, we will ensure the following is available for all children:

  • To have the highest expectations
  • To target teaching and learning that builds on what your child already knows, can do and can understand.
  • To identify the most effective way your child learns and match teaching styles to this e.g. practical learning, visual aids, single instructions, clear work templates and most importantly appropriate materials and tools.
  • To use strategies (which may be suggested by the SENDCo or outside staff) to support your child to learn.


Targeted small group work

  • These groups will be run by teacher or most often by a HLTA (Higher Level Teaching Assistant) to target specific gaps in learning. They will take place within the classroom or in a quiet withdrawal area and work will be carefully set to target the group needs.


Specified individual support


This kind of support would be provided through an Education, Health and Care Plan (EHCP) and would be the result of an approved request for statutory assessment. This means that a child’s needs have been assessed as needing additional funding in order to provide an effective and appropriate education for them. Usually, they will also be supported by Specialist Advisory Teachers (SAT) and health professionals from outside school depending on their needs. These are:

  • Speech and language team
  • Specialist Teacher of the deaf and hearing impaired
  • The Autism team
  • Occupational therapist
  • Physiotherapist
  • School nurse
  • Early years team
  • Educational Psychologists

Statutory assessment can be requested via school or via you. An early help assessment needs to be made and then additional paperwork sent to the SEND team; this is then assessed. If approved additional assessments from the appropriate professionals are requested after which a family meeting will be held and an initial decision on the number of funded hours will be made. This decision will then go to a moderation panel to be approved or adjusted. Funding is then allocated to school to provide the additional support.

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met through differentiated work.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Your child may be given an IEP (Individual Education Plan). This will form part of their individual portfolio and will detail specific targets that will be matched to your child’s needs.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • The SENDCo liaises regularly with the class teachers to offer advice on ways that lessons can be adapted to meet the range of needs within their class.
  • Your child’s progress is continually monitored by his/her class teacher and is discussed formally each half term with the SENDCo/Headteacher as part of the schools pupil progress meetings. During these meetings each child’s progress is assessed against where they should be for their age (age expectation). Typically a child with no special educational needs will be working at the expected standard for their age. However for children who have difficulties this may not be the case and they may be working within a younger age band. For children who are not able to access the national curriculum and who need an indivudualised and personalise approach we use the Engagement Model; this is an assessment tool that helps schools meet their duties in supporting pupils who are working below the level of the national curriculum and who are not engaged in subject-specific study. Click here to learn more.
  • At the end of KS2 (year 6) children are formally assessed using Standard Assessment Tests (SATs) and Teacher Assessment (TA). This is something that the government requires all schools to do and the results from these assessments are published nationally.
  • Children identified as requiring ‘SEN support’ will have individual education targets as part of their IEP. These targets are reviewed regularly and each term you will have the opportunity to meet with your child’s class teacher and/or SENDCo to review the progress made and discuss plans for the following term.
  • The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review and involves all the agencies that are a part of your child’s education.
  • The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.
  • My job as SENDCo is to support the class teachers in planning for children with SEND. We work hard to make sure we analyse the individual needs of the children in school; this informs the training we require.
  • As a school we have a diverse range of special needs, some of which are complex and require ongoing support and advice from outside professionals. We have built good working relationships with all the specialists that come in to school and as such our own expertise and confidence has grown.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. autism level 1 and 2; developing positive parent/infant relationships.
  • Training is ongoing though staff meetings and inset days.

We recognise that change is unsettling for everyone and especially children with SEND. If your child is moving child to another school:

  • We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that needs to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.


When moving between classes at Haverigg:

  • Information will be passed on to the new class teacher IN ADVANCE and a planning meeting will take place with the new teacher. All SEND profiles will be shared with the new teacher.
  • If your child would be helped by a social story to support them understand moving on then it will be made for them – this is especially effective for children on the autistic spectrum and is in place.


In Year 6:

  • We will meet the SENDCo from the Secondary school that your child will be attending to discuss their individual needs and plan for additional transition days if needed.
  • Transition mornings are held with other year 6 children from Black Combe, Thwaites and Wabberthwaite to support their understanding of the changes ahead and make new friends – this will also include meeting learning mentors from the secondary schools and having additional visits together.
  • Activities and school trips are available for all children and we pride ourselves in our fully inclusive approach to these enhanced learning opportunities; we plan thoroughly and effectively for them.
  • Risk assessments are carried out and procedures are put in place to enable all children to participate
  • Individual risk assessments are also carried in some cases with the involvement of parents
  • However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.
  • At all times parents are involved in the planning stages and advice is sought from outside professionals if needed; this is then fed into the risk assessments.

Headteacher and SENDCo is:


Mrs Mel Narongchai

Haverigg Primary School,



LA18 4HA

tel: 01229 772502

email: head@haverigg.cumbria.sch.uk


SEND governor is:


Mrs Zareena Abidi-Sheldon

email: zabidisheldon@haverigg.cumbria.sch.uk

Impartial support for Parents.

SEND Policy

SEND Flowchart

Cumberland Council's SEND Local Offer

Cumbria's SEND criteria and handbook

Our Values

We aim to teach the children at Haverigg Primary School how to behave well and to be considerate and self-disciplined individuals.

We highlight different values throughout the year to provide children with the language and understanding to maintain these values.