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Duchy of Lancaster

Duchy Approach to SEND

SENDCO
Responsible for:

  • Coordinating all the support for children with special educational needs or disabilities and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing how they are doing
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc…
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.

Class teacher
Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENDCO know as necessary.
  • Writing pupil profiles, and sharing and reviewing these with parents at least once each term and planning for the next term.
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND local offer is followed in their classroom and for all the pupils they teach with any SEND.

Head Teacher
Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the SENDCO and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governor
Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.
  • Monitoring and evaluating the effectiveness of school systems for meeting the needs of SEND children.

What are the different types of support available for children with SEND in the Duchy of Lancaster?

"Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching."

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENDCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in school should be getting this as a part of excellent classroom practice when needed.


Specific work One to One or with a small group of children.  This support is known as Precision teaching at Duchy and may be

  • Run in the classroom or outside.
  • Run by a teacher or most often a Teaching Assistant who has had training to run these groups.

This means they have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • He/She will engage in sessions one to one with an adult working on specific targets to help him/her to make more progress.
  • He/She will engage in small group sessions (2-6 children) led by an adult, with specific targets to help him/her to make more progress.
  • A Learning Support Assistant/teacher or outside professional (e.g. a Speech and Language Therapist) will run these small group sessions using the teacher’s plan and report back to the teacher on children’s progress. The teacher will then plan the next steps and activities.

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.


Specialist groups run by outside agencies e.g. Speech and Language therapy OR Occupational therapy groups

This means they have been identified by the class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:

  • Services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • Your child will have been identified by the class teacher/SENDCO (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work with your child to understand their needs and make recommendations, which may include:
    • making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
    • support to set better targets which will include their specific expertise
    • a group run by school staff under the guidance of the outside professional e.g. a social skills group
    • a group or individual work with outside professional
  • The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.


Specified Individual Support

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/SENDCO as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support at School Action Plus.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need support in school to make good progress. If this is the case they will write a Statement of Special Educational Needs or an EHCP. If this is not the case, they will ask the school to continue with the support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The Statement or EHCP will outline the support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

  • multiple and/or severe, complex and lifelong

How can I let the school know I am concerned about my child’s progress in school?

  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  • If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENDCO or Head Teacher.
  • If you are still not happy you can speak to the school SEND Governor.

How will the school let me know if they have any concerns about my child’s learning in school?

If your child is then identified as not making progress the school will set up am meeting to discuss this with you in more detail and to:

  •  listen to any concerns you may have
  •  plan any additional support your child may receive
  •  discuss with you any referrals to outside professionals to support your child’s learning

How is extra support allocated to children and how do they move between the different levels?

  • The school budget, received from Norfolk LA, includes money for supporting children with SEND. The Methwold Cluster of schools also receive funding  from the Local Authority which is distributed as ‘top up’ funding for learners who require support that exceeds that available to the school. The Methwold Cluster funding for 2014 – 2015 is £146,217.
  • The Head Teacher decides how the budget is used for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the SENDCO discuss all the information they have about SEND in the school, including:
    • the children getting extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.
  • All resources/training and support are reviewed regularly and changes made as needed.

All schools in the Methwold Cluster have signed a governance agreement which helps us work together. We have written our Cluster Policy for SEND. The Methwold Cluster of schools is committed to working together to improve learning for all and we are able to share resources, training and moderate provision for learners with SEND. if you would like any further information on SEND from the Methwold Cluster please contact our SEND Manager, Anita Clark : SEND@norman-pri.norfolk.sch.uk

Who are the other people providing services to children with an SEND in this school?

Directly funded by the school:

  • SENDCO

The following specialists may be brought in by school:

  • Autism Service
  • Educational Psychology Service
  • Sensory Service for children with visual or hearing needs
  • Speech and Language Therapy
  • School 2 School Support
  • School Nurse
  • Occupational Therapy
  • Physiotherapy
  • Counselling

How are the teachers in school helped to work with children with an SEND and what training do they have?

  • The SENDCO’s job is to support the class teacher in planning for children with SEND.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD and speech and language difficulties etc.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

How will the teaching be adapted for my child with SEND?

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Our specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

How will we measure the progress of your child in school?

  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term for reading, writing, mathematics and science.
  • If your child is in Year 1 and above a more sensitive assessment tool may be used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally.
  • Some children will have a Personal Learning Plan which will be reviewed with your involvement, every term and the plan for the next term made.
  • The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The SENDCO will also check that your child is making good progress within any individual work and in any group that they take part in.

What support do we have for you as a parent of child with an SEND?

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SENDCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Personal Learning Plans will be reviewed with your involvement each term.
  • Homework will be adjusted as needed to your child’s individual needs.
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.

How is Duchy of Lancaster accessible to children with SEND?

  • The building is accessible to children with physical disability via ramps.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • Extra-curricular activities are accessible for children with SEND.
  • Disability Access to learning is reviewed by Governors.

How will we support your child when they are leaving this school? OR moving on to another class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

  • If your child is moving child to another school:
    • We will contact the school SENDCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. All Personal Learning Plans will be shared with the new teacher.
    • Some children with SEND may need a longer transition period, in which case a plan will be drawn up with your support.
  • In Year 6:
    • The SENDCO will discuss the specific needs of your child with the SENDCO of their secondary school.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

Have your say

The Duchy of Lancaster is our community school. We can shape and develop provision for all of our learners ensuring achievement for all. This SEND document declares our annual offer to learners with SEND, but to be effective it needs the views of all parents/carers, learners, governors and staff; please let us know what you feel about it.