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Occold Primary School is an inclusive school and offers a range of provision to support all children, including those with SEND.

How we achieve this is described in detail on this page but please feel free to make an appointment to speak to our SENCo or the Head Teacher if you would like to find out more. 

How is the decision made about what type and how much support my child will receive?

If your child has an Education, Health and Care Plan or a Statement of Special Educational Needs, they will specify the support needed for your child. For all other children with an identified additional need, either on our Special Educational Needs and/or Disabilities (SEND) register or not, the type of support given to your child will be reviewed at least termly, by the class teacher, Head Teacher or Special Educational Needs Coordinator and you will have the opportunity to discuss this at meetings in school. If your child has an Education Health and Care Plan or a Statement on the old system we will also arrange Annual Review meetings with you, to ensure that the plan is still appropriate for your child and make any changes.

How does the school know if my child needs extra help and what should I do if I think my child may have special needs?


If you have any concerns about your child, please speak to your child's class teacher; you do not have to wait for a parent's evening.


At Occold Primary School, the staff meets formally on a termly basis to review the needs and progress of the children and more regularly informally at staff meetings where concerns are shared and options for support are discussed. Any concerns raised by parents are shared with appropriate professionals, usually the Special Educational Needs Coordinator (SENCO) and the Head Teacher. Both are happy to meet with parents to discuss any concerns with parents/carers.

How will Occold Primary School support my child?

The level of support your child will receive will depend on their needs. Where possible, we wish to meet the needs of children through ‘quality first teaching’ in the classroom. However, we recognise that in some cases, additional help is necessary. The class teacher will discuss the support provided during the current period and whether continued support would be needed for the near future. The Special Educational Needs Coordinator offers meetings to all parents of children receiving additional support. Teacher observation, note keeping and gathering of evidence from a variety of sources are all vital in fully assessing a pupil.

Some or all of the following are also considered:

  • Information from transferring nursery/school, parental information and family history, school based assessments, standardised tests, diagnostic assessments, learning styles, progress meetings, schools tracking system.
  • Additional support - we implement provision mapping for teaching assistants, which is updated each term after discussion with teaching staff through pupil progress meetings. Our whole school provision map shows when the children will have individual /small group support. 
  • We have intervention groups for those children who need a boost. These children are not necessarily on our Special Educational Needs and/or Disabilities (SEND) register but have been highlighted by teaching staff as in need for some short- term support. This is reviewed each term. As mentioned in the point above, we have termly progress meetings where teaching staff meets to discuss individual progress. 
  • We have outside input from Speech and Language Therapist (SALT) for strategies to improve communication skills for our children and a care plan are formulated by the therapist with the cooperation of parents, and put into practice by our staff. 
  • We work with behaviour support services and the County Inclusive Resource to support children with emotional and behavioural needs and those with autistic spectrum disorders.
  • Those children who need readers or specific support during external assessments are identified and any additional provision will be provided. If a child needs to be disapplied, this can also be put in place. 

How will the curriculum be matched to my child's needs?

During the school day the work will be differentiated so that your child will be able to access the curriculum provided for all children in the class. For children with sensory needs, adaptations will be made to materials to ensure equality of access. Both the teacher and teaching assistant will provide support in groups or individually within the classroom.

How are the parents involved in the setting? How can I be involved?

At Occold Primary School, we respect your valuable understanding of your child's needs and wishes. We aim to involve you in every decision making process. We encourage you to meet with us as often as you feel necessary

How will both you and I know how my child is doing and will you help me support my child's learning?

If your child is on the Special Educational Needs and/or Disabilities (SEND) register you will be informed by the class teacher. Your child will be given a Pupil Passport. This is a working document that identifies children's strengths and areas of need, which sets out targets for the term and how you, your child and the team in school can help achieve those targets. Any adult working with your child can then monitor and review your child’s progress as appropriate. 

Parents are kept updated through termly parents evenings, Autumn and Spring Term short reports (from Year 1) and for those on the SEND register, reviews of the targets which are usually shared at parent's evenings.

What support will there be available for my child's overall wellbeing?

At Occold Primary School, a child's wellbeing is supported at many different levels and in many ways. At a whole school level we have our school vision and aims which includes statements such as:

…At Occold Primary School we are committed to developing the whole child so that they have high self-esteem and are happy, confident and enthusiastic learners. We wish to promote a sense of high academic expectations which also includes creating a lifelong love for learning and fostering curiosity…

 …Our children will become well–rounded, socially successful individuals who are respectful, compassionate, tolerant and show an awareness of other people’s needs and cultures…

…to create a safe and nurturing learning environment which recognises each child’s individual strengths, needs and personal circumstances…

…to develop lively and enquiring minds through experiences that excite the imagination and offer challenge to children whatever their starting point…

Each class has a set of rules developed during the first few weeks of the academic year. Our Celebration Assembly on a Friday afternoon identifies children in each year group who have succeeded in one or more area of school life and they will be given an ‘Acorn Award’ to take home. Some children may also receive a Head Teacher’s Award if they are sent to the Mr Williams to show him their excellent work. Everyone is encouraged to ask the children about their achievements.  Any exceptional work is placed in the Gold Book in the Reception area.

What about medical needs?

Where a child has a medical needs, a Health Care plan is put together to ensure the child is safe and that the staff are aware of the child's specific needs. We would identify any specific training needed in order to ensure the child's medical needs were appropriately provided for in school. Everyone in school is aware of all specific health needs and a register is kept in the school office. Parents are always informed of any accidents in school, either through a copy of the accident form completed by an adult on duty or in some cases, a phone call to inform of more serious injuries and those involving a bump to the head. If the first aiders feel it is necessary, parents will be asked to get a medical opinion about an injury.  In cases of severe injury, the school will ring for the emergency services

What training are the staff supporting children with SEND had or are having?

We regularly discuss and identify staff training needs, usually related to the current needs of the children in school at the time. Most staff have appropriate First Aid training and up to Level 4 in Makaton. During the 2013/14 academic year, the school invested in The Numicon resource, a recommended way of teaching the maths curriculum, especially supportive for those children who find this area of the curriculum more challenging. A list of specific interventions is included at the end of this document.

How are the schools resources allocated and matched to the children's special educational needs?

Where children have a Statement of Need or from September 2014 for all new statutory assessments, Education, Health and Care Plan (EHC) we allocate resources appropriately and carefully. This will include the allocation of adult support, small group support, allocation of specialist support (outside agencies, for example, Speech Therapy), and time for the Special Educational Needs Coordinator to liaise with the class teacher and teaching assistant. We also fund specialist equipment and resources and work carefully with outside agencies.  Our staff attend courses to support their work with pupils. For some children, the frequency of such provision may result in the school applying for additional funding to support a child, known as High Tariff Needs Funding

How will the school prepare and support my child to join the school and transfer to a new one?

When your child is given a place to join our Reception year in the following academic year, the Reception teacher will plan a series of meetings to share details about your child. These meetings can take place at your home or in school, whichever is most convenient and will give you the opportunity to share any specific needs or concerns to support your child's transition into school.  During the Summer Term prior to your child starting school, there will be an extensive programme of events designed to help families become familiar with life at Occold Primary School. This includes an invitation to our Sports Day in which our new children take part!

If your child joins Occold Primary School part way through their primary education we aim to meet with you so that we can ensure a positive start into school. This is usually done in conjunction with the previous school. When joining or moving on to a new school we will arrange extra transfer visits for your child. Parents are encouraged to visit the new school.  The Special Educational Needs Coordinator (SENCO) and/or headteacher will always communicate with the new school to ensure that all information is passed on about your child. If a CAF (Common Assessment Framework) is in place, staff from the new school will be invited to a meeting, so that the parents can have the opportunity to speak with them together with any other professionals involved.

For transition to Hartismere High School, Debenham or any other high school in the area, any child on the Special Educational Needs and/or Disabilities register or any child with an additional need is discussed both with the Year 7 liaison teacher and the SENCO from the high school. Usually the specialists at the high schools are keen to meet or have a discussion with parents and these may start towards the end of Year 5, especially if the needs are complex and additional provision would need to be put in place to support transition.

Throughout Years 5 and 6, all children have many opportunities to visit local High Schools either through curriculum activities, planned transition events or to watch activities put on by the older students.

There are regular meetings for all SENCOs from the local schools to get together to discuss latest issues, share information and update our plans for transition.

How accessible is the school?

At Occold Primary School we have a toilet that can be accessed easily for those with limited mobility. Information about school including policies, governors, staff, contacts and newsletters are available on the school website or in paper form from the School Office on request.

How will my child be included in activities outside the classroom including school trips?

All school trips require a Risk Assessment. For children with significant needs they may require an individual Risk Assessment involving parents to ensure that they are able to take part in the trip successfully. We have lots of after-school clubs and a breakfast club on site which starts at 7.45am

Who can I contact for further Information?

At Occold Primary School your first point of contact is always the class teacher. If your child has an Education, Health and Care plan the SENCO will oversee the implementation of the plan in school.

Occold Primary School SENCO - Miss Zoe Cole

Occold Primary School Governor with responsibility for SEND - Dr Amanda Hull

Suffolk’s Local Offer for Schools can be found online at the address below: 

Detailed information about the identification, assessment and interventions for children with SEND can be found in the SEN policy which is available in school. Occold Primary School’s SENCo is Miss Zoe Cole. 

Mrs Prentice can be contacted directly by email  at or by phoning the school on 01379 678330. 

Our SEN governor Dr Amanda Hull and can be contacted through the school office


Whole School/Quality First Teaching/Universal

  • Quality First Teaching
  • Differentiated teaching in all classes
  • Trained teachers and teaching assistants in all classes
  • Regular staff training schedule
  • High expectations for all pupils
  • Teachers attend termly pupil progress meetings with the Head Teacher
  • Parents and teachers have access to the SENCo for advice and support
  • Assessment For Learning
  • Marking policies
  • Visual timetables
  • Cross curricular use of ICT
  • School Clubs
  • Behaviour policy
  • Rewards and sanctions
  • PSHE
  • Acorn Awards

Pupil Progress

  • Pupil Asset tracking system to identify concerns about pupils’ progress and highlight any need for
  • Extra support and termly Pupil Progress Meetings
  • Regular parent/teacher meetings
  • Termly academic reports
  • Detailed summative annual reports

Transition support to the next year group/teacher/key stage/school

  • Close links with pre-school and other local EYFS enable extensive transition and induction arrangements
  • Close links with local high schools for transition to Key Stage 3 (Year 7)
  • Transition events begin in the Autumn Term and take place throughout the year for KS2 to KS3.


  • Individual Healthcare Plans for children with serious medical conditions
  • Access to school nurse
  • First aid trained staff


  • Wheelchair access around the school site
  • Disabled toilets

 Targeted support for individuals or small groups - Short/Medium Term

  • Individual Education Plan (IEP) targets reviewed with class teacher overseen by SENCo
  • Personalised writing frames
  • TA support in class
  • Small group interventions for literacy and numeracy
  • Dyslexia friendly font
  • ICT support: Clicker 6
  • Individual behaviour charts
  • Adapted materials
  • Coloured paper/overlays
  • Individual arrangements for SATS
  • Home/school liaison
  • Additional access to adult ‘listening’ time
  • Discreet adult monitoring to ensure support and safety 

 Specialised Individual Support - Medium/Longer Term

  • Pupil Passports
  • Education Health & Care Plan (EHCP) or Statement of Educational Needs with regular review of short term targets and an annual review of long term targets
  • TA support in class
  • Access to Educational Psychologist/Special Needs Advisors

Social, Emotional & Mental Health Needs

  • Individual behaviour charts or contracts
  • Staff & peer awareness and training
  • Access to Behavioural Support Services/CAMHS/Social Services
  • Adaptations made to access school trips and extra-curricular activities
  • Nurture Groups
  • Lego Therapy
  • Specialist sessions with our children's counsellor
  • Education Health & Care Plan (EHCP) or Statement of Educational Needs with regular review of short term targets and an annual review of long term targets
  • Individual arrangements for SATS
  • Additional planning/arrangements for transition
  • Home/school liaison
  • Additional access to adult ‘listening’ time
  • Discreet adult monitoring to ensure support and safety

Communication & Interaction

  • Access to Speech & Language Therapy Service
  • Access to County Inclusive Resource to support children with Autistic Spectrum Disorders
  • Adaptations made to access school trips and extra-curricular activities
  • Speech & Language group support
  • Speech & Language individual support
  • Staff & peer awareness and training
  • Individual arrangements for SATS
  • Additional planning/arrangements for transition.
  • Sessions with speech & Language therapist
  • Makaton/PECS/Communication Aids
  • ICT support: Clicker 6

Sensory & Physical

  • Adaptations made to access school trips and extra-curricular activities
  • ICT support: Clicker 6
  • Staff & peer awareness and training
  • Gym Trail
  • Adapted materials
  • Modified equipment, eg writing slopes, pencil grips, cushions.
  • Support from Physiotherapist or Occupational Therapist
  • Individual arrangements for SATS
  • Additional planning/arrangements for transition.
  • Coloured paper/overlays
  • Monitored use of medication

Cognition & Learning

  • Individual or group interventions for Literacy or Numeracy (Power of 2, Spelling Made Easy, Toe by Toe, SNIP Literacy Programme, Springboard Maths)
  • Diagnostic tests by Special Needs Advisors
  • Access to outside professionals: Educational Psychologist/Speech Therapist/Dyslexia outreach/ICT outreach
  • Nessy intervention
  • Dynamo Maths intervention
  • ICT support: Clicker 6
  • Staff & peer awareness and training
  • Adapted materials
  • Specialist Support/Medium or Longer Term
  • Coloured paper/overlays
  • Individual arrangements for SATS
  • Additional planning/arrangements for transition.
  • Curriculum modification
  • Home/school liaison
  • Discreet adult monitoring to ensure support and safety