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What can I expect Cobden Primary School to do to help my child?

What can I expect school to do to meet my child’s SEND?

If your child has SEND, you can expect Cobden Primary School to put in place additional and different support for that need so your child has the best chance of success and to keep you informed about its impact.


School will: 

Discuss with you your child's needs.

Usually the class teacher will arrange this but depending on the type and level of need, the SENCo may discuss this with you.


Identify the need and put in place extra support.

This may be in the form of:

  • small group work around a specific learning need so your child can keep up
  • specialist programme of support around an emotional need
  • a parallel curriculum developed with specialist support
  • support from outside of school, e.g. Speech and Language Therapy, the Visual Impairement Team
  • an Individual Education Plan (IEP) or an Individual Behaviour Plan (IBP), identifying the specific need(s), targets, how it will be met and by when

Or some other support.


Keep you informed about progress.

This could be through:

  • parents' evenings meetings
  • specially arranged meetings with the class teacher
  • copies of Individual Education or Behaviour Plans (IEPs and IBPs) or support plans from outside agencies eg, speech and language therapy
  • annual review for children with an EHCP or for children in receipt of additional funding in school
  • Early Help Plan meetings
  • annual reports


Ensure staff are trained in general SEND issues.

For example:

  • identifying children with SEND
  • understanding our legal duties
  • sharing good practice
  • keeping up with relevant educational research
  • having an overview of typical SEND needs and the strategies to support the needs


Teachers' expertise is in education and school will support general awareness of the many issues and disorders affecting education, e.g. medical, psychiatric, neurodevelopmental, emotional or physical, but rely on other professionals who specialise in these areas for guidance and support.


Monitor the impact of support for children with SEND.

We will ensure that the support in place is monitored so that its effectiveness can be identified. We will adapt and develop the support where it is not working as intended and will seek the advice and support of other agencies where necessary.


How does Cobden Primary School ensure the right support for children with social and emotional special needs?

When a child is experiencing wellbeing, social or mental health issues it can be very difficult not only for the child but also for those who care for them. The Cobden Primary School adults' relationships with and knowledge of the children and their family are key to successful support.

Our teachers and adults use a range of support within class such as bespoke PSHE lessons, small group work, individual support, and being available to listen to help a child cope with and address their concerns. For children who need more we have staff who can support through a range of interventions such as nurture groups, check-ins, 1:1 time, meet-and-greets or specialised interventions. For more complex or serious issues, our Cluster team have a trained counsellor who can give intensive, tailored interventions such as bereavement counselling, play therapy and art therapy.

In all cases where there is a mental health or wellbeing concern, school works closely with parents/carers to find the most appropriate support. If you have any concerns about your child, talk to their class teacher or our SENCo. If your child's need is urgent and their safety is in immediate danger, contact your GP or A&E department.


How will my child’s progress be assessed?

At Cobden Primary School, we want the vast majority of children with SEND to achieve just as well as their peers. For children who have individualised education plans, this may not be possible, yet it is important that every child's attainment is the best they can achieve. We expect all of our pupils to have learning targets they are aware of and have engaged in process of setting them. It is important that children can see the progress they have made. We strive to make this possible in an accessible way for all children, but a very small number of children whose cognitive ability is severely impaired are not able to engage in this process.


We have a rigorous programme for assessing children's learning. Key is the on-going, day-in-day-out assessment every teacher makes during and after a lesson which informs the next element of learning. Some assessment takes place at the end of sequence of learning to identify how secure that learning is, and regular assessments are recorded for all children which identify where a child is against the expectations for their year group.


The same systems and procedures are in place for children with special educational needs. In some instances, additional assessments may be appropriate for children with special educational needs in order to provide additional information to determine their strengths and areas for development. Examples include B Squared assessment which assesses against smaller learning steps or social and emotional assessments.


The class teacher will be happy to discuss any additional assessments used, the results achieved and the implications for future learning. If it is felt that something more specialised is required then the relevant service could be contacted to discuss this.


How do I get a diagnosis?

It can be a very stressful, frustrating and difficult time when you feel your child has a more complex need such as Autism, ADHD, or is suffering from a mental health difficulty. You know that something is wrong and want your child to get the support they need.


The process of diagnosing a physical issue such as asthma or diabetes is very clear. The process for diagnosing neurodevelopmental disorders such as autism and ADHD, or a mental health issues is much more complex and can feel like no-one is helping.


No-one in school can make a diagnosis, but we can help to identify the symptoms as they appear in school. We are good at strategies which help to minimise the impact of a symptom where it is affecting a child's ability to access their education or their wellbeing in school and we will not wait for a diagnosis before supporting them in school. Often, a diagnosis does not change the support a child gets in school.


Where a child has social or emotional difficulties that are severely affecting his or her education, school will discuss with you additional support that can be available through our Cluster Services or through the Area Inclusion Partnership (AIP).