Inclusion & SEN Policy

All pupils are of equal worth and have equal rights to an education which enables them to develop their personal, social and intellectual potential to the fullest extent. The school needs to take a positive action to ensure that its values organisation and curriculum offer equal opportunities for all pupils within mainstream groups and that pupils with learning difficulties receive appropriate support. We recognise that there is a continuum of needs and provision for SEN children.


  • To ensure that the values conveyed through the school’s ethos and curriculum encourage all members of the school community to respect and support each other.
  • To make all aspects of school life accessible to all children, whatever their ability, gender, ethnic origin, social backgrounds or disabilities.
  • To cater for the learning needs of all pupils within the main teaching group.
  • To offer the greatest possible access to a broad and balanced education.
  • To develop appropriate differentiation of curriculum teaching approaches, resources and assessment methods.
  • To recognise the achievements of all pupils.
  • To ensure that all pupils with learning difficulties are identified as early as possible and provided for appropriately.
  • To work as parents with partners to further pupils’ education.


  • All pupils to be taught within mainstream teaching groups.
  • The learning needs of all pupils will be catered for through differentiation of the curriculum and through a range of teaching approaches, resources and assessment methods.
  • The Learning Support Team will work in partnership with staff to develop differentiated approaches to the curriculum and to support the learning of pupils within mainstream teaching groups.
  • Pupils who need specific programmes to meet their needs may be withdrawn from a small number of mainstream lessons. Their progress will be reviewed regularly.
  • Middlesbrough Borough Council guidelines and statutory procedures (The Education Act 1996 and SEN Code Of Practice November 2001) will be followed.

The Role Of The SENCO

The SENCO is Mrs.Ede and she is responsible for:

  • Overseeing the day-to-day operation of the school’s SEN policy.
  • Co-ordinating provision for children with special educational needs.
  • Liaising with and advising fellow teachers.
  • Managing learning support assistants.
  • Overseeing the records of all children with special educational needs.
  • Liaising with parents of children with special educational needs.
  • Contributing to the in-service training of staff.
  • Liaising with external agencies including the LEA’s support and educational psychology services, health and social services, and voluntary bodies.

Designated Team

  • Mrs. Hewitt-Best
  • Mrs. Ede
  • Mrs. Chisman (Named SEN Governor)

Arrangements Admissions

The arrangements will be in line with the School Admission Policy

Facilities For Pupils With Special Needs

The school building has been adapted to meet the needs of the physically handicapped. Provision has been made to give wheelchair users easier access to facilities eg ramps, handrails and a cloakroom.


At present funding for special needs is provided on the basis of the number of free school meals in schools, however this is currently under review by Middlesbrough Borough Council. This funding is used to provide auxiliary time and appropriate learning resources. Please see the appendix for further details.

Identification And Assessment Arrangements

The children deemed to have special needs may be identified in a number of ways;

  • Teacher concern.
  • Parental concern.
  • Concern from outside agencies.

Monitoring Children’s Progress

“The key to meeting the needs of all children lies in the teacher’s  knowledge of each child’s skills and abilities and the teachers ability to match this knowledge to finding ways of providing appropriate access to the curriculum for every child.”(SEN Code Of Practice 5:37)

Our procedures have been formulated in line with the Code of Practice 2001 and are as follows;

Concern Level

When a teacher has concerns that a child may have special needs then it is the responsibility of the class teacher

  • To inform the parents
  • To bring the name of the child to the attention of the team leader and the SENCO.
  • To monitor the child’s progress.
  • To collect evidence.
  • To provide differentiated work.
  • To liaise with the team leader and SENCO.
  • To formulate an IEP and review the targets regularly.

Before deciding if School Action and School Action Plus is to be taken, the teacher will observe the child more closely, talk informally to parents and try strategies/differentiation of the curriculum to overcome the child’s difficulties.

Action And Intervention

When a child is identified as having SEN the school should intervene at School Action or School Action Plus. These interventions will not usually be steps on the way to statutory assessment.

The key test of the need for action is evidence that the current rates of progress are inadequate. There should not be an assumption that all children will progress at the same rate. A judgement has to be made in each case as to what it is reasonable to expect a particular child to achieve. Where progress is not adequate, it will be necessary to take some additional or different action to enable the pupil to learn more effectively. Whatever the level of pupils’ difficulties, the key test of how far their learning needs are being met is whether they are making adequate progress.

When a child has not made adequate progress this may be defined in a number of ways. It might for instance, be progress which:

  • Closes the attainment gap between the child and their peers.
  • Prevents the attainment gap growing wider.
  • Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers.
  • Matches or betters the child’s previous rate of progress.
  • Ensures access to the full curriculum.
  • Demonstrates an improvement in self-help, social or personal skills.
  • Demonstrates improvements in the child’s behaviour.

School Action

The triggers for intervention through School Action could be the teacher’s or others’ concern underpinned by evidence, about a child who despite receiving differentiated learning opportunities:

  • Makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness.
  • Show signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas.
  • Presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed by the school.
  • Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment.
  • Has communication / and or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.

If a child’s class teacher in consultation with parents concludes that a child may need further support to help their progress, the teacher should seek the help of the SENCO. All available evidence should be collected  (in some cases from external agencies) and liaison should be an integral part of this progress. The SENCO should keep the parents informed of the developments during this process.

Processes/Roles And Responsibilities

The SENCO should then take the lead in:

  • The further assessment of the child’s particular strengths and weaknesses;
  • Planning future support for the child in discussion with colleagues;
  • Monitoring and subsequently reviewing the action taken;
  • Consulting with the parents;

The child’s class teacher should remain responsible for working with the child on a daily basis and for planning and delivering an I.E.P. The information collected about the child, and details of the extra help given to them, can be incorporated in the child’s individual record. The record should also include previous observations on the child made as part of the assessment and recording systems in place for all children. It is necessary to provide the child with an I.E.P which should include information about:

  • The short term targets set for or by the child.
  • The teaching strategies to be used.
  • The provision to be put in place.
  • When the plan is to be reviewed.
  • Success and / or exit criteria.
  • Outcomes (to be recorded when IEP is reviewed)

The IEP should only record what is different from or additional to the differentiated curriculum plan, which is in place as part of the provision for all children. There should be three or four targets which match the child’s needs and it should be discussed with the child and parents. The IEP should be reviewed termly and then discussed with the parents at consultation evenings.

School Action Plus

The triggers for this stage are that despite receiving an individualised programme and/ or concentrated support under School Action, the child:

  • Continues to make little or no progress in specific areas over a long period.
  • Continues working at National Curriculum levels substantially below that expected of children of a similar age.
  • Continues to have difficulty in developing literacy and mathematics skills.
  • Have emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme.
  • Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service.
  • Have ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to progress.

Processes/Roles and Responsibilities

SENCO should always consult specialist e.g. Educational Psychologist, Behaviour Support or Learning Support when taking action through School Action Plus. These external services should;

  • Advise teachers about new IEPs and fresh targets;
  • Provide more specialist assessments;
  • Give advice on the use of new or specialist strategies or materials;
  • Provide teaching support where necessary.

School Referral For A Statutory Assessment

Where the school makes referral for a statutory assessment to the LA, the child will have shown a significant cause for concern. There should be a wealth of evidence and information about the child including:

  • The school’s action through School Action and School Action Plus;
  • IEPs
  • Records of regular reviews and their outcomes;
  • The pupil’s health including medical history if necessary;
  • National Curriculum levels;
  • Attainments in Literacy and Numeracy;
  • Educational and other assessments, e.g. from the support services;
  • Views of the parents and of the child;
  • Involvement of other professionals;
  • Any involvement by the social services or education welfare services.

Working With Children With Statements Of Special Educational Needs

When a child has a statement of special educational needs short-term targets should be set through the IEP. The delivery of the IEP remains the responsibility of the class teacher and the SENCO will also monitor and evaluate this. An annual review will take place where the LA officers, parents, head teacher meet to discuss the progress made by the child. At the Year 5 review the provision for the secondary phase of schooling should be considered. In Year 6, the SENCO from the chosen secondary school should attend the Annual Review in order that there is a smooth transition to KS3.


Every week at both staff meetings, senior management and team meetings there is a time set aside to discuss any children who are giving cause for concern either for a lack of academic progress or poor behaviour. The SEN governor, Mrs.Chismanhas observed met with the SENCO to look at the new IEP proforma and discussed how to incorporate child friendly targets which are shared with the children.  The SENCO  monitors  the teaching of these children and discuss with them their progress. The school is also supported by the Multi Disciplinary Team from Middlesbrough the current team is;

Mrs Carol Strahan (Educational Psychologist) attends school when appropriate.

Mr.A.Merritt  (Learning Support Teacher) 1day each week to support small groups of children in literacy and also to make initial assessments of children who are giving cause for concern.

Access To The National Curriculum/Inclusion

At Newham Bridge Primary all children with special educational needs are integrated within the school and have access to the National Curriculum. Children with special educational needs work within their classroom for the majority of time on differentiated activities or with the support of a classroom assistant. Some children may be withdrawn as a small group or individually for short periods of time to fulfil IEP targets. Physically impaired children have access to PE activities within their own limitations. All areas of the school are accessible to physically impaired children. (Please refer to LA Inclusion Policy)

Arrangements For Considering Complaints About SEN Provision Within The School

As we have an “Open Door” policy with our parents we would aim that any complaints could be dealt with in school.  There is a procedure for making complaints – initially concerns should be raised with the class teacher, a meeting should then be arranged with Mrs.Jones (SENCO)If a satisfactory outcome is not achieved then there should be a further meeting with the Head Teacher, Mrs.Howes. If at this point a solution has not been reached then the nominated SEN governor is Mrs.Chisman and she will endeavour to resolve the problem by referring to the existence of the LA nominated person.

Special Needs In Service Training

Each week during staff meetings and team meetings SEN is included as an item on the agenda. At each SMT meeting SEN children are discussed with regards to the type of provision we are offering. The SENCO is always available to offer advice and support to colleagues in the teaching of these children.  Staff meeting time is set aside for in service training from the MDT wherever necessary. Funding is available for staff to develop expertise in the teaching of SEN children through attending courses and seminars etc.

Arrangements For Partnerships With Parents

We have many channels through which parents may establish contacts these include:

  • The school brochure
  • Parent booklet
  • School report
  • Home visits
  • Telephone calls
  • Letters
  • Home school diaries
  • Newsletters
  • Open evenings
  • Meetings (informal/ formal)
  • Special events
  • School Action Plus Reviews

Links With Other Schools

The SENCO liaises with staff from the secondary schools to ensure that the transfer of relevant information is successful. An initial meeting is held early in the summer term to discuss the SEN children and their needs. As a result of this meeting it is often felt that these children need extra time to adjust to KS3 and as a result of the meeting the children are offered further support through additional induction time. If a child is transferred to a new school then all relevant information is forwarded as soon as possible. The SENCO also attends termly meetings with other SENCOS and the LA to discuss current issues, legislation, practice etc.

The Success Of the Policy

The success of the policy can be determined by several factors which include;

  • The number of children who are moved on and off the SEN register.
  • The progress made in reaching I.E.P targets.
  • Pupils and parents being involved in the setting of targets.
  • The progress made in improving individual reading/spelling scores.

Links With Other Agencies

The SENCO involves the appropriate services where required from the MDT serving our school in partnership with the staff and parents. These include;

  • Special Needs Provision Manager- John Smith (264942)
  • Educational Social Worker- Frank Copeland (264916)
  • Learning Support- Adam Merritt (264920)
  • Psychologist- Carol Strahan (201854)
  • School Nurse – Debbie.Sarah (283203)
  • SEN Governor- Mrs.C.Chisman
  • Speech Therapy- Sam Gibson/Lauren Laidler (516780)