SEN Information Report 2026-2027
What types of SEND do we support at St Mary's?
Areas of SEND are split into 4 key areas as outlined in the diagram below. Many common diagnoses fall into specific categories of SEND however the SEND Code of Practice requires education settings to support pupils with a holistic approach. This means that the child’s needs across all areas of SEND not a diagnosis leads the way for support.
How do we identify SEND? Who should I contact if I have a concern?
For parents with a concern, the first port of call is always your child's class teacher. They are the person working directly with your child who will be able to suggest and make adaptations in the classroom. In supporting children we work through what is known as the gratuated approach. The cycle follows an assess, plan, do review process.
With early identification it may be that a child needs short, specific support which requires reasonable adjustment to the curriculum. At this point the support would be given, and if reviewed as successful, the child is able to access the appropriate curriculum again.
If the initial support is not successful the process is repeated. This time the process will include a meeting with the SENDCo who will observe the child in class, and work with parents, pupils and staff to create a plan using reasonable adjustments. At this point the pupil is added to the SEN Register at SEN Support. This SEN Support is available for as long as the pupil requires.
If further support is required the SENDCO, teachers, pupils and parents will work with external agencies to obtain additional support or a possible diagnosis. Beyond this, it may be agreed necessary to apply for an EHCP. Further details around EHCPs can be found in the useful links section.
What support and adaptations are available to pupils with SEND at St Mary's?
We have access to a range of assessment materials to support us in identifying needs and guiding support. Below are the assessments we use and where they link to the four broad areas of SEND.
Equity in Education means ensuring every student has the resources and opportunities they need to succeed, regardless of their background or circumstances. For children with SEN needs, this centres around making reasonable and specific adjustments to the curriculum, learning and school environment. The Suffolk Inclusion Framework can provide you with a detailed list of the adjustments it expects schools to make. This is known as Universal Offer.
Suffolk Mainstream Inclusion Framework
Many of these are part of every-day practice but below are the specific adjustments we are able to offer at St Mary’s:
Assessment
Assessment is an important part of the Early Identification Process. These can help to guide support in school or be a crucial piece of evidence in supporting external referrals. The Universal and Targeted assessments below are available in school with the Bespoke being available through external support.
