John Donne Church of England Primary School

John Donne Primary School John Donne Primary School

Providing excellence and enjoyment
for everyone within a happy, safe and Christian environment.

Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School

SEND Information for Parents

Overview of the School

Our small village school is situated in the north of Bedfordshire.  It provides full time education for children aged 4 to 11 years.  We have a full time Nursery and take children from the term of their 3rd birthday.  We offer any combination of hours, days and weeks attendance to suit you and your child's needs.  We have a Breakfast Club and an After School Club open to children from 3 to 12 years.  We provide a Holiday Club/Wraparound Care during all school holidays excluding Bank Holidays.

We provide a broad and balanced inclusive mainstream education for all our children and give additional support to any children who may require it for a short term or long term as necessary.

Our School Mission Statement is 'Our school is committed to providing excellence and enjoyment for everyone within a happy, safe and Christian environment.'

What are the recent reforms to Special Educational Needs and Disabilities?

The Children and Families Act, which became law and was implemented from September 2014, has resulted in changes to the way you and your child will receive support from your local Council, health and social care services and nurseries, schools and colleges.

Statements of Special Educational Needs and Learning Difficulty Assessments

These have been replaced with a single Education, Health and Care (EHC) Plan: this places much more emphasis on the child or young person’s personal goals and describes the support a child will receive in order to achieve these. The plan replaces the need for multiple documents from different organisations. It ensures that all the information about the child or young person is held in the same place so that all of the professionals involved in your child’s support are fully aware of all their needs and aspirations, and plan together in how to meet them.

What the EHC plan template for Central Bedfordshire actually looks like has been drafted with parents and professionals in the light of the changes outlined in the Children and Families Act: sample documents are now available and can be found at

All children and young people who currently have a Statement of Special Educational Needs will move across to the EHC Plans over the next three years.  This will usually be at the time of transition for your child (for example when the child or young person changes school or goes to college), but as a parent/carer you can request an EHC Plan earlier if you wish.

Once your child has an EHC Plan, you may choose to apply for a personal budget.  A Personal Budget is designed to give you and your child more control over certain aspects of the support your child needs.  A personal budget is a payment that is made to allow you to source and fund some of the services your child needs yourself.  The amount you may be given, and how it may be spent, is something that would be agreed with the council.  Details of eligibility for personal budgets are available at .  A Personal Budget is not compulsory, and parents are able to decide whether they wish to fund some of their child’s support this way or not.

SEN support (School Action and School Action Plus)

For children with less complex needs, School Action and School Action Plus (or Early Years Action and Early Years Action Plus in the early years) has been removed from the new SEND Code of Practice 0-25 years.

All children and young people are entitled to good quality teaching, differentiated according to their needs.  For children and young people in Central Bedfordshire for whom there is deemed to be an additional need, there will continue to be a graduated response and guidance for all educational providers.  The new guidance will be called stage 1 and stage 2, with stage 3 being the trigger for a formal request for a statutory EHC Plan through the process of statutory assessment.

The graduated response guidance has been reviewed in the light of national guidance and is available at 

Local Offer

The ‘Local Offer’ provides information for children and young people with special educational needs and disabilities and their parents and carers in one place.  The Local Offer for Central Bedfordshire can be found at

What is SEND? (Short Version - The SEND Code of Practice 2014)

'A child has special educational needs if they have a learning difficulty or a disability which calls for special educational provision to be made for them.

A child is considered to have a learning difficulty if they: 

  • Have a significantly greater difficulty in learning than the majority of children 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 children of the same age in mainstream schools.’

What is SEND? (Long Version - Central Bedfordshire Council)

SEND is Special Educational Needs and Disability

A child has special educational needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children of about the same age.

Many children will have special educational needs of some kind during their education.  Schools and other organisations can help most children overcome the barriers their difficulties present quickly and easily.  A few children will need extra help for some or all of their time in school.

So special educational needs could mean that a child has: 

  • learning difficulties - in acquiring basic skills in school

  • emotional and behavioural difficulties - making friends or relating to adults or behaving properly in school

  • specific learning difficulty - with reading, writing, number work or understanding information

  • sensory or physical needs - such as hearing or visual impairment, which might affect them in school

  • communication problems - in expressing themselves or understanding what others are saying

  • medical or health conditions - which may slow down a child's progress and/or involves treatment that affects his or her education.

Children make progress at different rates and have different ways in which they learn best.  Teachers take account of this in the way they organise their lessons and teach.  Children making slower progress or having particular difficulties in one area may be given extra help or different lessons to help them succeed.

You should not assume, just because your child is making slower progress than you expected or the teachers are providing different support, help or activities in class, that your child has special educational needs.

Who is our SEND Governor?

Our SEND Governor is Dr. L. Larcombe who can be contacted via the school office during school hours by emailing .

Who is responsible for/organises SEND at our school?

Our SENCo (Special Educational Needs Coordinator) is Mrs V. Morrall who can be contacted via the school office during school hours by emailing .

The SENCo oversees the provision of SEND in our school.  She works closely with all staff, parents, outside agencies and the children involved.

Who else is involved?

  • We have a team of 5 Teachers who provide ‘quality first teaching’ for all children.  This includes differentiated activities to suit individual or group needs.  They also provide any additional support and SEND support as and when it is required.  They are responsible for the educational needs of every child in their class. 

  • We have a team of 6 qualified Teaching Assistants who support the Teachers in the classrooms.  They work with all the children depending on the direction of the teacher and the type of activity or the particular need within the class at that time.  This maybe 1:1 or group work.

  • It is expected that the needs of most children will be met in this way.  

  • Sometimes children exhibit more complex needs and then Referrals to outside agencies/other professionals maybe made with the agreement of the child's parents.

  • The outside agencies our school works with include:

Educational Psychologist

School Nurses

Sensory Service – hearing and visual need

Speech and Language Therapist (SALT)

Paediatricians - Child Development Centre

Behavioural Support - Jigsaw (Central Bedfordshire Council)

Emotional/Bereavement Support - CHUMS

Mental Health - CAMHS

Family Support - Social Care

ASD Outreach Team -  Ivel Valley School 

SEND Support Team – Central Bedfordshire

Liaison with outside agencies

  • If it is agreed that advice is needed from an outside agency then a referral is made directly to them.

  • We are guided by the Central Bedfordshire's Graduated Approach to SEND and the Central Bedfordshire's Early Years Graduated Approach to SEND.  These documents clearly lay out the stages and level of support required measured against expected achievement for each year group.  They are divided into four broad categories of SEND: 

  • Communication and Interaction

  • Cognition and Learning

  • Social, Mental and Emotional Health

  • Sensory and/or physical

How are SEND (Special Educational Needs and Disabilities) identified?

  • SEND are identified over time by our Class Teachers in collaboration with our Teaching Assistants and SENCo. and the child's parents.

  • This assessment is based on the progress being made, achievement, and any identified barriers to learning causing difficulties that are not being met within the classroom.

  • When it is agreed by everyone that SEND support is needed the child’s Class Teacher and/or SENCo will discuss any strategies and support available with the child’s parents.

What do we provide?

Every child is central to our provision so it follows that their views and thoughts on how they learn best, what they do well and what they find difficult are listened to and taken into account.  We support them in understanding what they need to learn next and how we can help them do this.

All our children benefit from the many additional opportunities we provide enabling them to work, play and grow together, with their classmates, into strong, confident, independent learners.  These include: 

  • Praise and Rewards

  • Daily Aerobics: Move 4 Words – KS2

  • Visual Timetable and Visual Aids

  • Work Stations

  • School and Class Rules

  • Circle Time and SEAL (National Strategy - Social and Emotional Aspects of Learning)

  • Group Reading and Class Reading

  • Individual Reading

  • Group Work

  • Letters and Sounds; Support for Spelling – KS2

  • Differentiated activities

  • Short Term Targets in exercise books

  • Peer Support

  • Responsibilities e.g. Monitors, Committees and Clubs

  • Homework; Home/school books. Transition Books – Early Years

  • Independence e.g. Self registration

  • Learning Objectives; Marking and Feedback

  • Values Education

  • Special days i.e. Green Day

  • School and Class trips 

Some children may benefit from additional support for example: 

  • Wave 3 Maths (National Strategy - Maths support)

  • Early Literacy Support – Year 1

  • Additional Literacy Support – Year 3

  • Springboard (Maths support)

  • Phonics Group

  • Daily reading

  • SEAL Groups (Social Emotional Aspects of Learning)

  • Classroom intervention/support

  • Playground intervention/support

  • 1:1 daily literacy or numeracy 

Others may need the advice and support from outside agencies for example: 

  • Speech & Language Therapy

  • A Health Care Plan

  • Regular Medication

  • Disability Access

  • Behaviour Support

  • Emotional or Mental Health Support

  • Precision Teaching

  • Makaton

  • Toe by Toe

What is a Provision Plan?

  • A Provision Plan is an outline of the class provision written by our Class Teachers.

  • It identifies clearly the level of support and the progress being made over time by every child in the class.

  • We follow an Assess, Plan, Do and Review cycle in order to monitor the progress of every child and the impact of any support. 

What is an ECH (Education Health Care Plan)?


  • If difficulties persist despite high quality interventions, advice and support from outside agencies and in agreement with the parents, some children may require an Education, Health and Care Plan (EHC Plan)

  • This type of support is available for children whose learning needs are severe, complex and lifelong.

  • It is intended for those children with specific barriers to learning that cannot be overcome through quality first teaching.

  • An EHC Plan is written following a period of assessment by the Local Authority and in collaboration with parents/carers, health professionals, educational psychologists, social care and the school.

  • It is a statuary document that identifies the Special Educational Needs and Disabilities of a child or young person and it outlines the support required.

  • This document is reviewed annually and amended accordingly.

  • An EHC Plan goes with the child through school and on to the next phase school while it remains active. 

When do we report to parents?

  • In main school the progress of every child is shared with parents at Open Afternoons and Parents Evenings held each term.

  • We send home a Mid Year Report Card and an Annual School Report.

  • Additional meetings are held as frequently as is required. 

  • In the Early Years Parents are encouraged to come into school every morning or afternoon with their child and pass on any relevant information.

  • Additional appointments may also be made upon request.

  • A report card is sent home in the autumn and spring terms with an Annual School Report at the end of the school Year. 

What happens in transition?

  • Transition is a part of life for all children whether it involves moving to a new class or a new school.  This is an important time for all children but especially for a child with SEND.

  • Prior to the point of transition into our Nursery, Reception class or main school we work closely with parents, children and staff to ensure these transitions are as smooth as possible while ensuring any relevant information is passed on.

  • It may be necessary to meet with the child’s parents, and any outside agencies involved with the child, and discuss and agree on a Transition Plan.  This means specific actions are taken to ensure a smooth transition into school.  These might include:

    • Addition visits prior to admission
    • Additional resources
    • Additional support on entry
  • Prior to the point of Transition to the next phase school the same process takes place. Everyone involved will be in agreement on how the child will be best supported in this process.

  • All children with an EHC Plan will have a transfer review meeting where everyone involved will discuss and agree on a very specific way forward.

How can parents raise any concerns?

Parents are encouraged to speak with their child's Class Teacher sharing any concerns they might have.  Our SENCo, Mrs Morrall also welcomes early discussion and sharing of information so we can all work together to provide the best for every child.  Please contact the office by telephone 01767 640346, email or by popping in to the school office to make an appointment.

Any complaints MUST be sent directly to the Local Authority.

What do you think?

We welcome your views and feedback. Please let us know what you think about this information and our SEND provision.  You can email the school at .  Thank you.