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SEND Policy

SEND Information Report


Our SEND School Offer - September 2022

The Inclusion Leader (with responsibility for children with Special Educational Needs) at Potters Green is Mrs Liz Dickson.
Our Special Educational Needs governor is: Miss Vanessa Whelan.
Our Learning Mentors, who support children and families with social, emotional and pastoral needs are:  Mrs Fiona Smith and Miss Kara Gillespie.


All staff can be contacted by phoning Potters Green  School on 02476 613670
Potters Green Primary is a fully inclusive school which ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs).  This document is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with SEND, in order that they can reach their full potential. It may not list every skill, technique and resource we employ in order to achieve this, as these are continually developed and used to modify our provision to meet the changing needs and requirements of individual children.
What we can offer you.

At Potters Green School, all children are given a broad and balanced curriculum. Lessons are planned to address potential areas of difficulty and to remove barriers to pupils’ achievement.

Children are identified as having SEND when their progress has slowed or stopped and any interventions put in place do not enable improvement. Special educational provision may be needed, namely provision different from or additional to that normally available to pupils of the same age.

We have supported and currently support and provide for children with sensory impairments (hearing impairment, deaf, visually impaired), Autism, Dyslexia, Dyspraxia, Attention Deficit Disorder, learning difficulties, language difficulties, mental health difficulties and physical disabilities.
Our SEND policy can be found on the policies page of our website.
At Potters Green, once a Special Educational Need is identified, support is identified through four broad areas. They give an overview of the range of needs to be planned for. 

1. Communication and Interaction.

-Autistic Spectrum Disorders (ASD)
-Speech, Language and Communication Needs (SLCN)

2. Cognition and Learning.

-Moderate Learning Needs (MLD)
-Severe learning Difficulties (SLD)
-Specific Learning Difficulties (SpLD)

3. Social, emotional and mental health difficulties.

-Emotional Health and Well-being
-Social Need

4. Sensory and/or physical needs.

-Hearing Impairment (HI)
-Vision Impairment (VI)
-Multi-Sensory Impairment (MSI)
-Physical Disability (PD)


Support is also provided for;

-Pupils with English as an additional language
-Looked After Children

-Previously Looked After Children
-Traveller pupils
-Refugee and asylum seekers
-Minority ethnic and faith groups
-Pupils with medical needs
-Young carers
-Pupils at risk of exclusion
-Pupils from families under stress

Potters Green School offers many different forms of additional provision, dependent on the needs of the child. This can include: additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring; counselling; Thrive support and access to a wide range of outside agencies including health, social care and the Local Authority. Additional provision is overseen by the school's Special Educational Needs Co-ordinator (SENCos) and is designed and implemented by an excellent team of teachers, ably supported by a fantastic group of teaching assistants and learning mentors.

We actively try to ensure that all our extra-curricular activities are adapted for children with Special Needs.
Typically, a child with Special Educational Needs and/or Disabilities will have a 'My Support Plan' or a ‘My Education Plan’ which sets out outcomes that are currently being worked on and shows the additional provision that is put in place for that child. The content is negotiated, as appropriate, with the child and the child’s family. Parents/carers are invited to attend 3 meetings a year which are additional to consultation meetings. It is of paramount importance that parents/carers attend these additional meetings, as the outcomes previously set will be reviewed, progress will be discussed and any new outcomes set.
These will be monitored and evaluated in line with school policy.
What can you expect from the staff supporting your child?
-High quality teaching
-Potters Green staff will have regular training in various SEND areas.
-Specialist aids and equipment will be provided in accordance with assessed needs.
-Teachers will support children with transition throughout year groups, and as they move to secondary school.
-Staff will work alongside your child to complete a ‘Pen Portrait’ which outlines their wishes, needs and aspirations. They will be involved in the agreeing of outcomes which will be indicated on their 'My
 Support Plan'.
-Potters Green will, through its cycle of observation, assessment, planning and reviewing, make provision for increasing curriculum differentiation.
-Class teachers and SENCO’s, along with Learning Mentors, work closely to support children and families with their Emotional and Social development.

-Where pupils make less than expected progress, despite interventions put in place, we may decide to involve educational specialists such as;


  • Speech and Language Therapists
  • Child and Adolescent Mental Health Services
  • Educational Psychologists
  • Social, Emotional, Mental Health & Learning
  • Complex Communication
  • SEND Early Years
  • Primary Mental Health in Schools services
  • Occupational Therapists
  • Physiotherapists
  • Sensory Support
  • School Nurse
  • Audiology

In addition, schools have worked with the Local authority to complete a ‘Local Offer’ this can be found here. (see below)
Jargon buster (see below)

Commonly asked questions.
1. What should I do if I think my child may have Special Educational Needs?
-Contact your child’s class teacher, SENCO or Learning Mentor. Early identification allows for effective provision to be outlined, improving long term outcomes for children.

2. How accessible is Potters Green for children with disabilities?
 -Potters Green is accessible for disabled children and adults in the vast majority of the school site.  However there are some classrooms which are on an upper level.

3. How does the Potters Green make decisions about type of support children receive? Who will provide it and who will tell me about it?
-Children receive support based on their current needs. This would be discussed at the Support Plan meeting (held 3 times a year).

4. How does Potters Green change its learning environment?
-The school learning environment caters for children of all abilities and needs.

5. What extra pastoral support arrangements are in school for listening to the views of children with a Special Educational Need?
-All children have the opportunity to be listened to by all staff. Your child’s views and feelings will be represented in their Support Plan.

Learning Mentors take referrals from children if they need time out to talk also.
6. What measures does Potters Green have to prevent Bullying?

 -Reported incidents of bullying are dealt with immediately.
7. What do I do if I am not happy with current provision?
-Potters Green has a clear complaints policy which is available via the school website or the school office. All concerns raised by parents are scrutinised by the Head teacher, then the Link Governor for SEN, then the full Governing Body.

8. How do I apply for a place at the school?
-Applications for a school place are made in the usual way, by completing a form and submitting it to the Local Authority. If a place is allocated, you will be invited to a meeting at the school to discuss your child's needs and how we can best support them.

9. How do you ensure my child makes progress?
-All children, regardless of their level of SEN can make progress. Daily lessons are differentiated to cater for all ability levels. Lessons are evaluated by teachers afterwards to check progress has been made. Each term, the progress of children with SEN is discussed and evaluated in 'SEND Tracking Meetings', held between the teacher and SENCo. The outcomes of these meetings are used as a basis for the support plan meetings, held with parents.

10. What happens when my child transfers to another school?
-Staff from Potters Green and the new school will liaise and key information will be shared to ensure your child's needs are fully met as they start their new school. Visits to the new school can also be arranged before your child starts there.

The Local Authority’s Local Offer can be found at:
We hope you find this information useful. For further information or to ask any questions please contact the school directly.