Special Educational Needs and Disability (SEND)
Hello, I am Mrs Attwood, the Special Educational Needs and Disabilities Coordinator (SENDCo) at William Law, along with Mrs Sansom the SENDCO Assistant we work to ensure that all pupils with additional needs are identified early and supported effectively so they can thrive both academically and personally during their time at our school. This may include children with diagnosed needs, as well as those where a need has been identified by teachers or parents.
Class teachers are responsible for the progress and support of all pupils in their class, including those with SEND, and should always be the first point of contact for parents. My role as SENDCo is to coordinate support across the school, working closely with teachers, external agencies and families to ensure a consistent and joined-up approach.
At the heart of the role of the SEN team is a commitment to ensuring that every child receives the right support, at the right time, in the right way. Provision is tailored to individual needs and can take many forms, all of which are outlined in more detail within our SEND Information Report.
We strongly believe that the best outcomes for children are achieved through positive and collaborative partnerships. As a school, we work closely with teachers, support staff, external professionals and parents and carers to ensure a consistent and joined-up approach. Open and honest communication is key, and we are always keen to work together to find solutions where concerns arise.
If you have any questions about your child’s learning, development or wellbeing in the first instance please speak directly with your child’s class teacher who will discuss the support available and liaise with me to determine the need for any onward referrals. For me specific information on referral processes please do not hesitate to get in touch with the SENDCO Assistant Mrs Sansom or myself. We are all here to support you and your child.
Mrs Attwood
Complaints about SEND provision
We urge parents / carers with any concerns regarding the SEND policy or the provision made for their child to speak to the academy as soon as possible and, in the first instance, to the class teacher or the SENCO. If parents / carers feel their child's needs are still not being met they should make an appointment to see the Headteacher. If concerns are still unresolved parents / carers may wish to engage with PDET’s Complaints policy procedures.
NB - any issue relating to statutory SEN assessments should be pursued with the relevant Local Authority and not via PDET’s Complaints policy.
If parents / carers require further advice / support, they should use the local Information, Advice and Support Service for Special Educational Needs and Disability SENDIASS:
Local Offer Impartial Information Advice and Support | Peterborough Information Network
Useful links for parents and carers
Information about all services available to support children who are disabled or who have SEN and their families
A parent & carer forum with signposting to local support and of children and young people with SEND
Information, impartial advice and support to parents/carers of and children/young people who have SEND
Cognition and Learning
Pupils with cognition and learning needs may be supported through a range of tailored strategies designed to help them access the curriculum and make progress at their own pace. This can include high-quality adaptive teaching within the classroom, where tasks are carefully scaffolded, instructions are broken down into manageable steps and visual supports are used to aid understanding. Pupils may also receive targeted interventions, either in small groups or individually, focusing on key areas such as reading, writing, maths or memory and processing skills. Additional support might include the use of practical resources, overlearning and repetition, pre-teaching of key vocabulary, and opportunities to revisit learning. In some cases, pupils may have personalised learning plans, adapted resources or access to adult support to help them remain engaged and successful in their learning, while still maintaining a strong connection to their main classroom.
Communication and Interaction
Pupils with communication and interaction needs may be supported through a range of strategies to help them understand language, express themselves and engage successfully with others. This can include clear, structured teaching approaches, where adults use simplified language, visual supports and modelling to aid understanding. Pupils may benefit from targeted interventions to develop speech, language and social communication skills, delivered in small groups or individually. Additional support might include the use of visual timetables, now/next boards, social stories and structured routines to provide predictability and reduce anxiety. Opportunities for supported interaction, such as guided group work or adult-facilitated play, help to build confidence and develop social skills. Where appropriate, advice from external professionals such as speech and language therapists may also inform strategies used in school to ensure a consistent and personalised approach. In line with early identification good practice, all pupils are screened in EYFS for Speech, Language and Communication difficulties to identify any needs in this area at an early stage and relevant support is then offered as a required. Further onward referral tot eh NHS Speech & language team may follow for those pupils not making progress with internal supports after a 12 week period of intervention.
Sensory and Physical
Pupils with sensory and physical needs may be supported through a range of adaptations to ensure they can access learning comfortably and safely. This can include adjustments to the classroom environment, such as seating arrangements, reduced sensory distractions and access to specialist equipment or resources. For pupils with hearing impairments, a Soundfield system may be used to enhance the clarity of the teacher’s voice, alongside any personal hearing aids. The school works closely with the Teachers of the Deaf at Peterborough City Council, ensuring that advice and strategies are implemented consistently to meet individual needs. Additional support may include movement breaks, adapted resources, fine and gross motor interventions, and where appropriate, personalised care or physical support plans. These approaches help pupils to remain fully included in classroom learning while promoting independence and wellbeing.
Social, Emotional and Mental Health (SEMH)
Pupils with social, emotional and mental health (SEMH) needs may be supported through a range of targeted and relational approaches to help them feel safe, regulated and ready to learn. This includes pastoral support from the Learning Mentor team, who provide regular check-ins, catch-up sessions and personalised support plans. Pupils may also access structured interventions form the 10 areas within The Hamish & Milo programme, alongside play-based therapeutic interventions to support emotional expression, confidence and resilience. For pupils presenting with risk-taking behaviours, individualised support plans and consistent adult guidance are put in place to promote safety and positive decision-making. In addition, bespoke transition into school packages are available for pupils identified with, or at risk of, Emotionally Based School Avoidance (EBSA), helping them to re-engage with school through a gradual, supported and nurturing approach as well as Targeted Lunch Club support to promote and develop positive social engagement and interaction with peers. Sensory Circuits are also available via invitation every morning for identified pupils, please speak directly to your class teacher to request further details.
