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Stock C of E Primary School


Special Educational Needs and Disability (SEND) Information Report

School Ethos

We aim to create a happy, caring community where everyone feels valued and secure. We value the contributions made by all children, professionals and parents to help enhance and maintain our inclusive school community. We appreciate and value the best efforts of every child in all aspects of school life, ensuring they realise their maximum potential.

We provide a broad and balanced and stimulating curriculum for every child regardless of race, gender or ability.

At our school, we aim to promote positive learning for our children with SEND through:

  • Ensuring they feel a valued part of the school
  • Providing a safe and supportive environment
  • Having access to a range of teaching and learning strategies to suit their needs
  • Promoting independence and resilience as a learner, without over-reliance on adult support
  • Identifying and addressing need to ensure early intervention
  • Communicating their needs appropriately throughout the school

Encouraging parents/guardians/carers to maintain close links with the school to help support their child throughout their learning development – for example, through attending Parent- Teacher Consultation appointments, and follow up on recommendations made with input at home.

Partnership Ethos with the School

“The empirical evidence shows that parental involvement is one of the key factors in securing higher student achievement and sustained school performance” (Harris and Chrispeels 2006)

The arrangements for consulting with parents of pupils with SEND.

We appreciate and encourage support from parents in their child’s education and firmly believe that home and school should work in partnership. We have an “open door” approach where parents are encouraged to maintain close communication links with school staff.

All parents or carers with children with SEND are invited to termly review meetings to be involved in planning their children’s targets. The meetings take place with the class teacher and/or Special Educational Needs Co-ordinator (SENCO) to discuss pupil progress. Parents are invited to record their views at these meetings.

Parents may have the opportunity to meet face to face with a variety of professionals such as Specialist Teachers, Educational Psychologists and Speech and Language Specialists who are involved with their child’s education.

The school works closely with Health Services and is in contact with the School Nurse, Paediatricians, Occupational Therapists, Speech & Language Therapists and other agencies that may be involved with a child.

There is a SEND Governor whose role is to regularly support and challenge the SENCO about the provision for SEND pupils. The SEN Governor and SENCO meet regularly to discuss provision. The SEND Governor reports back to the Governing Body which has a representation of parent Governors.

Relevant policies, including the SEND Policy, are available from the school website – paper copies can be obtained on request via the school office.

The school accessibility plan and budget are reviewed regularly to ensure the school building is fully accessible and well maintained.

The arrangements for consulting young people with special educational needs about, and involving them in, their education.

Pupils will be involved in their educational plan where possible and are encouraged to contribute their views. Where possible they will be invited to attend review meetings.

Pupils will be made aware of their individual targets and have ownership of them.

We aim to provide pupils with a curriculum suited to their educational needs which are varied, rich and enjoyable.

Pupils can pass on their views about the school via their class councillors who raise them at School Council Meetings or via Pupil Questionnaires. School Councillors are elected by their peers. All children are eligible to stand for election. Children with SEND may receive additional adult support in the election process.

Contact details of the SENCO

The school SENCO is Mrs Karen Drage B.Ed. (Hons).

Mrs Drage has been in post as SENCO at Stock for 11 years, but has been involved with Special Educational Needs for the past 16 years, having previously been a SENCO at another mainstream primary school. She has a wide range of teaching experience and has been a qualified teacher since 1988.

She is a member of the Senior Leadership Team and regularly meets with senior staff, teachers, LSA’s, families, pupils, governors and other professionals. She identifies training needs and opportunities and monitors the quality and impact of interventions. With the Headteacher and Bursar, she manages the SEN budget. With the Headteacher and Governors, she determines the strategic development of the SEND Policy and provision.

She works two days a week, usually Tuesday and Thursday, and is contactable in person through the school office, by phone or email.

01277 840265

Governing body arrangements for complaints from parents of pupils with special educational needs.

The school has an “open door” policy. We aim to resolve issues swiftly and in person, hoping to reach a mutual agreement and understanding.

A parent’s first port of call is to arrange for a meeting with the class teacher.

If necessary, they would then go to the SENCO, after which, the matter progresses to the Headteacher

In the unlikely event that the matter is not concluded, the Complaints procedure can be read on the school website, or a copy can be obtained from the School Office on request.

The Local Authority’s Local Offer

The Local Authority’s Local Offer can be found on the website or from the school’s SENCAN officeCauseway House, Braintree. Tel. No. 0300 003 0366

Identification and early intervention

The method of identification and provision follows a graduated response. We use on–going assessment to identify specific needs and aim to address these through adjustment of “quality first teaching”, teaching methods (including learning styles and multi-sensory approaches), work differentiation, intervention strategies, individual and group support. The class teacher is usually the first person to identify a learning issue. Sometimes a parent may pass on a concern which leads to further investigation.

It is not the school’s role or practice to diagnose specific conditions but we may be able to assist with further support and signposting.

The school follows Local Authority guidelines for identifying and supporting children. A graduated response is applied. Children will be supported at a SEND Support level within the school or if, following school intervention and advice from outside agencies, a request for an Education, Health and Care plan may be made to the local Authority with agreement from the parents.

Pupils with SEND who are entitled to the Pupil Premium Grant will receive interventions that meet their needs. This is outlined on the school website.

The SEN budget is used to partly fund the deployment of Learning Support Assistants (LSAs), equipment and resources, and training and Continued Professional Development (CPD) of LSAs.

Types of SEND provision made in the school.

We currently subscribe to the Billericay Community Trust (BCT) which gives us access to Language support in Foundation Stage and Key Stage 1, the counselling services of Working 4 Children and Home School Liaison support. BCT also provides training opportunities for all staff for a variety of needs.

We currently have access to local authority Specialist Teachers who have a wealth of experience in areas such as Autistic Spectrum Disorder, learning and communication difficulties, physiological and neurological impairments, visual and auditory impairments. There is no guarantee that the local authority will continue to have people in these positions. We currently have limited access to an Educational Psychologist who may make observations and meet with parents. We have contact with pre-school early support specialists who currently continue to work with specific children during their transition to, and in their first term at school.

Currently, Specialist Teachers work with children who have a Statement of Educational Need or EHCP during their first term at Secondary School. We also liaise with outreach workers from Special Schools to share strategies, ideas and advice.

We ensure that we purchase high-quality resources to support learning.

We have a comprehensive Equality and Accessibility Plan which can be found on the school website.

School staff regularly attend relevant and appropriate CPD.

Effectiveness of SEND Provision

The table below shows the attainment of children with SEND at the end Of Key Stage 2 in 2016 compared to all children with SEND within the Local Authority and Nationally.

Subject School Local Authority GAP National GAP
Reading EXP+ 83.3% 25.4% +57.9


28.7% +54.6
Maths EXP+ 50.0% 30.2% +19.8


31.7% +18.3
GPS EXP+ 16.7% 25.7% -8.7


27.7% -11.0
Writing EXP+ 50.0% 28.0% +22.0


28.4% +21.6
Reading Average Scaled Score 102.8 94.9 +8   +7.2
GPS Average Scaled Score 96.3 96.1 +0.3   -0.1
Maths Average Scaled Score 101.4 96.9 +4.5   +4.6
RWM EXP+ 33.3% 12.3% +21.0


13.8% +19.5


This table shows that in Reading, Writing and Mathematics the children at Stock School with SEND attain significantly higher than other children with SEND in the Local Authority and Nationally. Although slightly below in GPS+ (although higher with the average scaled score) this particular cohort had three children with Statements who had required support from an enhanced speech & language provision.


Staff training and expertise in relation to SEND.

The SENCO regularly attends training and up-skilling. She also keeps up to date with current documentation and initiatives.

LSAs are currently employed on a needs basis to classes and for some identified children. All LSAs have received relevant training and are able to offer expertise in different areas, being deployed to make use of these skills throughout the school. This includes dyslexia, language development, fine and gross motor skills, art therapy, social skills, maths and reading interventions.

Staff are encouraged to attend CPD courses and membership of BCT ensures that various training opportunities for school staff are provided.


Quality First Teaching and Personalisation

All staff are informed of the principles of quality first teaching and their responsibilities for teaching all pupils in their class. We differentiate learning in lessons. We believe in trying to meet pupils’ needs through this approach.

However, where the child’s needs are “different from and additional to their peers” and “they have a significantly greater difficulty in learning than the majority of others of the same age, or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream school”, a variety of strategies and interventions may be used. This may also lead to involvement of external professionals or advice from outside agencies. Parents will be consulted at all stages of this process.

Wider support may be required for emotional needs. At this point, we would consult with parents first before referring to extended services.

Pupil data is analysed to inform the SENCO, school staff and parents about pupil progress. This data is also used to inform staff about the effectiveness of interventions and next step targets.

Equipment and facilities to support children with special educational needs.

Currently, the NHS Occupational Therapist or Specialist teacher comes into school to undertake as assessment regarding equipment, furniture or access to the building. The SENCO and/or Headteacher will meet with parents to discuss particular needs and requirements for individual pupils.

Currently, the Local Authority provides some equipment and some items are purchased by the school.

How the Governing Body involves health and social care bodies, local authority support services and other bodies in meeting the needs of pupils with SEND.

The Governing Body demonstrates good financial management, thus the building and resources are fit for purpose.

The SENCO signposts, recommends and refers to services to meet identified needs. This includes children with and without an EHC plan (Statement).

The SEN Governor and Headteacher liaise with the SENCO and report back to the Governing Body.

The school works closely with the following agencies:

Speech and Language Therapists

Occupational Therapists


Specialist Teachers

Educational Psychologists

Social Care

Community Paediatrician

(This list is not exhaustive and may change according to the needs in the school).

Contact details of support services for the parents of pupils with SEN.

SNAP –  – 01277 211300

FACE – Families Acting for Essex –  – 01245 608231

Stock Library – on the school site.

Stock Children’s Centre.

School Nurse – contact via the school office.

Families in Focus (Essex) – – 01245 353575

Parent Partnership – -01245 436036

Support for pupils transferring between stages of education.

Pre-school: The early years Specialist Teacher or Worker contacts the school to arrange a meeting once a school placement has been confirmed. Parents and professionals are invited to the meeting. SENCO and relevant staff visit pre–school settings of children with complex needs and liaise with key workers.

The Early Years Specialist Teacher continues to work with the child during the first term at school and organises a meeting to hand over to the Primary Specialist Teacher.EYFS teachers prepare for the transition of pupils to Year 1 at an appropriate point at the end of Foundation Stage.

Secondary: SENCOs and key staff from Secondary Schools visit or request a report from the school to discuss pupil needs. They are also invited to attend Year 5 and/or Year 6 Annual Reviews. Some Secondary Schools arrange additional transition visits for pupils with SEND. Copies of essential paperwork are transferred to the Secondary School in the Summer term.

Information regarding the special educational needs of Looked After children is reported to the placing Local Authority on a termly basis.


First Produced: July 2014       Reviewed and updated: September 2016

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