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Suttons Primary

Suttons Primary School

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Special Educational Needs (SEN)

We recognise that a child may require social, academic or emotional support at some stage during their school life.  We base the organisation of our teaching on the recognition that children in each class are individuals and make progress at differing rates with differing learning needs.  We believe in early identification of any barriers to learning that may arise so that we can give children extra support at critical times.  We make careful assessments of each child's development which are fully documented in order to monitor their progress.

We actively encourage parents/carers to discuss their children's progress with us and to let use know if they have any concerns.  The Deputy Headteacher takes responsibilityty as the Inclusion Manager for children with Special Educational Needs.  Her role is to identify children who have special needs, to advise class teachers on the best teaching strategies, to manage a team of teaching assistants who can give children additional help and support and to liaise with parents/carers and with outside agencies.

"Disabled pupils and those who have special eduacational needs make at least good progress in line with the other pupils in school, and sometimes better. Performance of many pupils improved enough for them to no longer remain on the special educational needs register."


As a school we have specially trained Learning Support Assistants (LSAs) who can provide group/individual support to pupils with a range of needs including: dyslexia, speech & language, literacy and/or numeracy concerns.  Some children have barriers to learning that mean they have special requirements warranting individual support by the school.  These requirements are likely to arise as a consequence of a child having special educational needs.  Teachers take account of this and make provision, where necessary, to support individuals or groups of children, enabling them to participate effectively in curriculum and assessment activities.  Such children may need additional or differentiated work and activities from that given to other children of the same age.

Children may have special educational needs either throughout or at any time during their school career.  Our policy ensures that curriculum planning and assessment for children with SEN takes account of the type and extent of the difficulty experienced by the child, so that they are best supported.

"Teaching staff identify pupils' needs
and promptly arrange effective support for them."

OfSTED 2014