• Search Close C
  • Translate Close C

Translate / Traduire / Übersetzen / Tłumaczyć / Išversti / Tulkot / Traducir

School Logo

St Dennis

Primary Academy

Aspiration, Opportunity, Success


Our Special Educational Needs and Disability (SEND) Information Report.

October 2018

(this report will be reviewed annually or updated when necessary.)

St Dennis Primary Academy is an inclusive school which values and respects the right of all children to learn. We recognise that all children have individual needs, that not every child learns in the same way or at the same rate and we aim to understand and provide for the learning needs of the children in our school, in order for all to make progress. To do this we listen to and work in partnership with children and their parents/carers, use and develop our wide knowledge and experience of a range of Special Needs and Disabilities within the school, actively seek professional support when it is needed, be flexible and open to change in our learning environment and have a commitment to developing the whole child, recognising that emotional and social development are a vital part of the learning process.

Name of the Special Educational Needs/Disabilities Coordinator: Joanna Waters

Contact details: 01726 822 546,

Mrs Waters is available on Mondays, Tuesdays and Wednesdays.

​​SEN Governor: Rebecca Rodgers


Cornwall’s Local Offer can be found at


The Graduated Approach


The graduated approach describes the process by which St Dennis Primary Academy identifies and manages children with SEND. There are three levels of support and provision offered by our school:


1. Whole School Approaches – All children in the school receive this first wave of provision;

2. Additional, targeted support and provision – Some children who are not making expected progress may access some of this second wave of provision; and

3. Specialist, individualised support and provision – specific individuals with more significant needs may access additional provision through this third wave of provision.


There are 4 areas of need as defined in the SEND Code of Practice (May 2015):


• Cognition and Learning

• Communication and Interaction

• Sensory and/or Physical Needs

• Social, Emotional and Mental Health Difficulties

The Levels of Support and Provision Offered by Our School

This section of the SEND Information Report details the three levels of provision that are available in our school to provide effective learning. Decisions as to which support children receive will come from consultation with the teacher, SENDCo, SMT and Head Teacher, and will be shared with the pupils and parents as part of the graduated approach.​

Listening to and Responding to Children and Young People

Whole school approaches the universal offer to all children and YP.

Additional, targeted support and provision

Specialist, individualised support and provision

The views and opinions of all children are valued and listened to throughout the school.

All children who are receiving extra support are aware of their next steps and part of the assessment process.

Children are asked to contribute their thoughts, goals and feelings to TAC meetings, EHCP Reviews and target setting in a way which is most appropriate for that individual child and attend where appropriate.

Children’s views are expressed formally through school council meetings.

Pupil conferencing for children with SEND or receiving additional support takes place and their views about provision are taken into account when planning.

Targets reviewed and set at meetings and any extra provision planned will reflect the views of the child.

Pupil conferencing takes place regularly where children’s views and opinions about their work and school life is heard and acted upon.


Special support plans are written by/with the children and use child friendly language when appropriate.

Children are encouraged to talk to any adult in the school about their ideas or concerns.


Open mornings, Parents evenings and other school events.



Children can make use of our happy and worry boxes, or our worry monsters when needed.

Our PSHE is taught through Skills for life, which highly values children’s views and feelings.


Partnership with Parents and Carers

Whole school approaches the universal offer to all children and YP

Additional, targeted support and provision

Specialist, individualised support and provision

St Dennis Primary Academy seeks to work in partnership with all Parents and Carers.

Parents will be kept fully informed, by the Class Teacher, if their child is having additional support or provision- including the goals of this support and the progress made by the child.

Parents are asked to contribute their thoughts, goals and feelings to TAC meetings, EHCP Reviews and Special Support Plan target setting.

The school website contains up to date information about the curriculum, school events, class blogs, staffing, clubs and other information of interest. A written weekly newsletter and hard copies of other information such as policies are available on request for those with no computer access.

If there are concerns that a child may have Special Educational Needs then this will be discussed with parents and the class teacher, the next steps will be planned in partnership with parents and will involve the SENDCO.

Targets reviewed and set at meetings and any extra provision planned will reflect the views of the Parents/Carers.

Parents/Carers of all students are invited to attend Parent/Carer evenings at least twice a year in order to share and discuss the progress and next steps for their child and monthly open mornings are held in every class. A weekly celebration assembly is held so that Parents/ Carers are aware of and can share in the successes of their children.

Families are invited to attend specialist sessions such as the Family Learning Course, which look at ways to promote literacy and numeracy skills at home, Incredible Years Parenting Programme and also directed to any events held at the family hub or in other local venues, which may be of help.

Parents are encouraged to bring support to meetings if they want to, such as a relative, friend or a formal advocate through the Parents4Parents/SENDIASS service.

Parents are encouraged to contact the school with any concerns or queries at any time through the Class Teacher, Receptionist or Head Teacher. We have a Pupil Support Manager, who works actively with, and to support links between, Parents/Carers, staff, children and outside agencies to support attendance, social and emotional needs and behaviour both at home and within the school, and is our designated children in care lead.

Families are encouraged to ask to be referred or signposted to other agencies, which may provide additional support, such as the Family Support Worker Service by the Head Teacher, SENDCO or Pupil Support Manager.

Parents/Carers are encouraged to speak to the Class Teacher/SENDCO about any concerns they have regarding their child’s additional needs or provision in between formal meetings. Where appropriate children will have an home/school communication book.

Parent Governors are a very active part of the school community.

School planners are used as a form of communication between parents and staff where needed.

IEP’s, behaviour plans, care plans and any other school letters/forms aim to be written using simple language and to be jargon free.


Parents/Carers are encouraged to ask for support from the SENDCO/Class Teacher to complete or explain paperwork from other agencies if needed.

The Curriculum

Whole school approaches the universal offer to all children and YP

Additional, targeted support and provision

Specialist, individualised support and provision

The curriculum is fully inclusive and allows all children, regardless of their ability and/or additional needs to access it completely.

There are a range of small group interventions offered to children who may need to develop key skills and concepts.

The curriculum is adapted as much as required to support the needs/interests of individual pupils – including an individualised curriculum when this is needed.

We have a creative curriculum that includes topic work designed to appeal to the interests of the children and related to their experiences and environment.

These interventions may be from published schemes or created within school to meet the specific needs of pupils and take place both inside and outside of the classroom with a range of adults.

1:1 adult support will at times be provided to ensure that children with SEND can access the full curriculum when this is needed.

There are regular trips to various places of interest e.g. Lanhydrock House and visitors/events within school to stimulate further learning e.g. drama groups.

These interventions have clear targets and the Class Teacher, SENDCO and Senior Leaders in the school regularly monitor the progress of the children within them.

In some circumstances children will not have to take part in some subjects, tests or assessments due to the nature of their individual needs or they may receive ‘access arrangements’ such as extra time, a reader, a prompt, a quiet room etc.

The wider curriculum of the school is supported by a range of after school clubs, school camps and activities and involvement in the community such as attending events at the local church.

Groups of children may be given extra group support within class by a teacher or teaching assistant within lessons. Groups are carefully planned to meet children’s needs.

The school will provide specialist and individual support as needed and as advised/supported by Outside agencies

We also offer Forest School sessions and sailing lessons to certain year groups regularly.


Children in Year 2 upwards access Accelerated reader daily.

Some of our recent and current small group interventions include: Read Write Inc, Rapid Phonics, Rapid Maths, Rapid Writing, Better Reading Partners, Fisher Family Trust (English), Fresh start (English), accelerated Maths, Phonological Awareness (Reading), Fun Fit (motor skills), Write from the Start, Fine motor skills and handwriting, Socially Speaking and Time to Talk (social skills), memory skills group, Nessy (Dyslexia based literacy programme).

Some of our recent and current individual interventions include: Draw and Talk, Thrive sessions, Penhaligon Friends, Social and Emotional Support, Sensory Diets/OT plan, Physiotherapy exercises, Speech and Language, Keyboard and mouse skills, Precision Teaching

Teaching and Learning

Whole school approaches the universal offer to all children and YP

Additional, targeted support and provision

Specialist, individualised support and provision

Teaching and learning is differentiated in each classroom to make sure that the learning needs of all children are met. Learning objectives for each lesson are shared and children are aware of their personal targets.

Teaching assistants and class teachers work with small groups to ensure understanding, to foster independence and to keep children on task.

Work is differentiated to the appropriate level for each child and children may work from a highly individual and personalised programme within the classroom if this is needed, especially children with EHCP’s.

Teachers make sure that learning is multi-sensory to take into account that children learn in different ways.

Children who have difficulty with writing are encouraged to use alternatives on regular occasions to demonstrate their learning e.g. using ICT, voice recorders, film clips and verbally to an adult to scribe.

One-to-one or one-to-two support will be put in place for children with complex needs who need a high level of support.

Children work mainly in Kagan groups but also in ability groups, friendship groups, pairs and independently during the school day. We use Kagan structures to encourage co-operative learning.

Special examination arrangements are put in place for exams and tests (extra time, readers, scribes etc.) when needed.

Adults supporting children with complex needs are given time to meet with appropriate agencies e.g. Educational Psychologist or Occupational Therapist to discuss targets, concerns and develop teaching and learning for that child.

St Dennis has good outdoor learning environments for all children.

Class teachers and Teaching Assistants share lesson plans to ensure children with SEND have targeted support and provision which focuses on their specific needs.

Specialised training is sought when needed for teachers and Teaching Assistants.

Effective Feedback and Marking is in place, we use tickled pink and green for growth. Children are required to respond to their next steps from teachers marking to further their learning.

Children who are identified as needing additional support will receive targeted intervention from a teacher or Teaching Assistant to develop their understanding or key skills in a particular area. This will be reviewed regularly.


Staff development is a priority within the school and staff regularly attend training relevant to the needs of the children in the school.

Teachers and TA’s are experienced and trained in supporting a range of SEND and additional training will be sought when this is identified as a need.


Self-Help Skills and Independence

Whole school approaches the universal offer to all children and YP

Additional, targeted support and provision

Specialist, individualised support and provision

Across the school all children are encouraged to use the kagan structures and 5 B’s in class when they need help in order to develop a high level of independence and self-help skills for learning and life.

Children have personalised support equipment that they are expected to use independently to support their own learning e.g. coloured overlays, writing slopes, pencil grips etc.

Adults working one-to-one with children will encourage children to be as independent as possible and join in with whole class activities as much as possible.

Each classroom has current ‘working walls’ which children are encouraged to access to support their learning across the week.

Writing frames and task management boards are used to support with understanding and following instructions.

Children who need one to one support will be encouraged to develop relationships with a range of adults to decrease reliance on just one person and spend time working independently as appropriate.

Developing independence is a key priority and children are encouraged in a number of ways to become more skilled and confident in this area at an age appropriate level e.g. managing own clothing in KS1 and taking additional responsibilities in KS2

Additional adult support within class to promote and support with developing independence and self–help e.g. suggesting resources that might help with the task. Use of some interventions will support children to be more independent, such as socially speaking.

Specific targets and additional work may focus on specific skills e.g. toileting, eating, dressing, protective behaviours and other life skills for individual children.

A range of supporting resources are available to all children to use in class e.g. dictionaries, number lines, whiteboards and numerous maths resources to encourage independence. Visual timetables are present in all classes.


There are homework and booster clubs for Key Stage 2 children when appropriate.


Children are encouraged to take a role in assessing their own work at regular intervals through self-marking, verbal and written feedback, responding to next steps and the use of systems such as marking ladders.


Health, Wellbeing and Emotional Support

Whole school approaches the universal offer to all children and YP

Additional, targeted support and provision

Specialist, individualised support and provision

Routine hearing and eye sight tests are carried out in KS1 and children are also weighed and measured as part of Government initiatives in Reception and Y6.

A range of adults trained in more specialist medical provision such as Diabetes and Epilepsy care.

Individual Care Plans for children with specific medical conditions or intimate care needs.

Early Years children receive fluoride application and dental care advice for them and their parents from the Brighter Smiles programme.

Various small groups to support the development of self-esteem, friendships, anger management and anxiety are provided and individually tailored to suit a wide range of needs.

Individual programmes such as Draw and Talk or Therapeutic Play under the guidance of professionals such as the Educational Psychologist and Social Emotional and Behaviour Support Service.

All TA’s are trained in First Aid and in EYFS in Paediatric First Aid.

A TA is available all lunchtime to support SEN children.

Our Pupil Support Manager is a trained Thrive Practitioner and a Trauma Informed Schools practitioner and works with individual children to develop their emotional wellbeing.

The school has Healthy School Status which includes the offer of healthy snacks at break time and access to water in the classrooms.

Pupil Premium money is used to support vulnerable children and provide additional provision when needed.

School attendance at all multi agency meetings when possible and contributing actively to meeting the goals set at these and working with professionals to support individual children and their families.

All Early Years and KS1 children have free fruit available to them and the opportunity to have a free school meal. Children under 5 also receive a free carton of milk per day and older children can choose to purchase it.

Children can use the Thrive room when they need to in order to calm down, reflect or have a quiet and safe space.

The SENDCO and Pupil Support Manager are available to signpost and make appropriate referrals as needed for individual children and families to support with their health, well-being and emotions.

The school actively promotes sport and healthy living as part of the curriculum with 2 hours of PE per week and a range of opportunities to participate in sports activities as extra curriculum activities.


The school nurse attends TAC or review meetings where necessary and provides individual support to children who need it, alongside necessary plans.

PSHE lessons, assemblies and activities are planned to promote emotional wellbeing and health.


Our School Nurse Team is actively involved and attends various whole school events to provide support and advice and run open surgeries.


All children are encouraged to speak to any adult about any worries or concerns they have or use our Happy/worry boxes.


Pastoral care is a strong value within the school and all adults are strongly committed to the health and emotional well-being of the children in the school and their families.


Social Interaction Opportunities

Whole school approaches the universal offer to all children and YP

Additional, targeted support and provision

Specialist, individualised support and provision

The school promotes ongoing social interaction through regular PSHE lessons, assemblies, group work and the use of teaching materials such as the ‘Skills for Life’ programme. We have introduced co-operative learning using Kagan structures, we also use talk partners to encourage positive interaction with peers.

Various social skills groups e.g. Time for Talk are provided for children who need extra support to develop their social interaction skills or confidence

Individual adult support when needed to teach, support and promote successful social interactions with guidance from appropriate professionals e.g. ASD team.

All children in the school are invited to take part in a range of activities which promote social interaction e.g. charitable events, school camps, day visits, forest school, sailing, after school clubs, local community events such as carnival and shared sport and drama activities with other local schools.

At lunchtimes a SEND TA works with the children who struggle with social interaction to help develop their key skills such as sharing, negotiating and communicating with others as well as supporting the development of friendships.

Our Pupil Support Manager is a trained THRIVE practitioner and Trauma Informed Schools practitioner and will work with individual children to develop their social skills, along with other skills.

Activities for social interaction are planned to meet and reflect the needs of all students on an equal opportunities basis. Adults encourage all children to play, work together and support each other regardless of difference and promote this value throughout the school.


The use of Social stories to help individual children develop greater social understanding.

We have a number of children in Year 5 trained as Stay safe mentors who support children during playtimes to interact and play together effectively, ensuring all children feel included.


Use of formal and informal visual communication systems such as Picture Exchange Communication System and Makaton to support with communication for a wide variety of needs.

The Physical Environment (accessibility, safety and positive learning environment).

Whole school approaches the universal offer to all children and YP

Additional, targeted support and provision

Specialist, individualised support and provision

The school environment is accessible to everyone including those pupils with SEND.

The school has a number of adults who are ‘Team Teach’ trained which allows them to handle children in a safe way should a child be putting themselves or others at risk.

The use of specialised individual equipment as advised by professionals to support with individual needs e.g. Fox Denton chairs, radio microphones, weighted blankets, specialised ICT equipment/programmes, sensory balls.

There is disabled parking available on site.

There is a Thrive Room which children can use during the day with adult supervision should they need a quiet and safe space.

Individual adult support where required to allow children to take part in all activities and learning in safety and confidence e.g. PE, Outdoor visits, moving from different parts of the building, managing the school day and individual behaviour.

All areas are accessible by wheelchair and there are ramps and hand rails to support with slopes. Steps are clearly marked.

Equipment such as pencil grips, coloured overlays, left handed pens and scissors, reading rulers, writing slopes, large keyboards, wobble cushions, fidget toys and chewellery are all available to use within classrooms.

Individual risk assessments when needed.

There are disabled toilets and showering facilities in the main school and a disabled toilet in the EYFS building.


Use of the Thrive room and other areas in the school to support individual children’s physical and sensory needs/diets.

The school buildings are safe and secure and during the school day the grounds are supervised by adults when in use by children.


Individual teaching areas when required to support needs of individual children e.g. a quiet table area or re-arrangement of classroom layout. Some children may use a individual workstation with screen to minimise distractions

Members of the public must sign into reception before entering the main school building.


We have our own accessibility plan. Risk assessments and safety policies are in place to ensure all children are safe in and outside of school.


There is a named child protection and safeguarding officer and deputy and a Pupil support manager responsible for children in care.


Reports of any aggression or bullying are dealt with immediately and effectively.


There are clear and simple whole school rules and behaviour systems in classrooms which support children to feel safe and rewarded.


The school promotes a positive learning environment inside and outside the classroom with a focus on developing areas to be inviting, engaging, positive and supportive of a wide range of learning.


The school is aiming for the environment to be as Dyslexic and Autistic Friendly as possible- including the use of coloured backgrounds on our Interactive Whiteboards, clear learning areas in class and the use of consistent visuals and language around the school.


Transition from Year to Year and Setting to Setting

Whole school approaches the universal offer to all children and YP

Additional, targeted support and provision

Specialist, individualised support and provision

All children who enter our Reception are offered a home visit to introduce them to staff and find out about their particular needs and interests. The children are offered opportunities to visit and settle with their parent/carer. In the Nursery we hold parents information meetings.

The SENDCO makes sure that all teachers are aware of any children with SEND in their new class and have all appropriate information needed to plan support. Transition meetings are held between teachers and SENDCO.

The SENDCO meets with teachers to discuss individual children and plan resources/support for the next academic year.

Children in the EYFS have regular opportunities to visit the main school and become familiar with the environment e.g. using the PE hall, library, lunch hall and attending performances and some assemblies.

Transition to a new class or to secondary school is carefully planned to include extra visits, social stories and regular opportunities to discuss it for those groups of pupils who may need this.

New teachers are invited to TAC’s/EHCP Reviews which are held in the second half of the summer term.

There is a strong transition plan for children moving from Nursery to Reception, Reception to Year 1 and so forth.

The school SENDCO meets with the SENDCO at the local secondary school to discuss children with SEND and share information.

Where necessary individual transition programmes are put in to place to support children with moving to a new class or secondary school.

All children will visit their new classrooms and teachers before they start their new year in September.

A transition group led by a TA may be planned in Year 6 to meet the needs of children who may need extra support for the transition to secondary school due to anxiety, social communication needs or others.

Meetings with parents and the SENDCO at the local secondary school will be arranged if this is needed.

All teachers meet in the summer term to discuss and ‘hand over’ their class to the next teacher.


The SENDCO and other support staff at the local secondary school will be invited to attend any EHCP Reviews/TAC meetings in Year 6.

We have strong links with the local secondary school and children visit regularly for events and activities such as Sports sessions.


Communication passports are made for those children who have complex needs and/or struggle to communicate.

Staff from the local Secondary school visit Year 6 and talk about their transition to the school. All Year 6 children and parents are invited to attend several open days and evenings at the secondary school to get to know the environment and key staff members.


The SEND Qualifications Training of Our Staff

To enable all children to have access to the curriculum, information and guidance, physical environment, school and wider community

To enable targeted support and provision

To enable specialist, individualised support and provision

The SENDCO is an experienced teacher and part of the Senior Management team and has completed the National Award for SEN qualification.

A number of staff trained in Team Teach, (Paediatric) First Aid, Read, Write, Inc, Numicon, Teacher Talk- Learning Language And Loving It, Rapid Maths, Memory Skills, Time To Talk, Socially Speaking, Funfit, Phonological Awareness,

Staff trained in; Speech and Language Therapy, Dyslexia, Diabetic Monitoring And Administration, Epilepsy Care, Makaton, Pecs And Use Of Visuals, Sensory Processing, Dyscalculia, Better Reading Partners, Fisher Family Trust, Sensory Needs, ASD Transition Support, Draw And Talk, Visual Impairments, Hearing Impairments, ADHD, OCD.

The SENDCO attends cluster, trust, County network and EP meetings termly.

An HLTA trained as our Autism Champion.


The SENDCO is hub lead for SEND across the Bodmin/Clay hub for TPAT.

All staff trained in Precision teaching.


EYFS staff trained in Emotion coaching.


Staff trained in Bikeability, MindEd, coaching, Prevent, Middle Leadership, Retain, SLE’s in Maths, English and Safeguarding, Dyslexia screening, difficult conversations, solution focused problem solving.



Teachers and HLTA’s trained in Kagan structures.


Services and Organisations We Work With


What they do in brief

Contact details

Autism Spectrum Team

The ASD team can support children within school who have a diagnosis of Autism. They will advise teachers on appropriate targets and teaching as well as identifying any additional needs the children have which need to be met. They will provide training/resources for the school when needed.

Katie Frampton – 01872 323210


The Child and Adolescent Mental Health Service provide advice and support for schools in providing for children experiencing difficulties such as anxiety. They will also provide and co-ordinate support for more complex difficulties such as self-harming or diagnosing condition such as ADHD.

Carol Green – 01872 221400

Children in Care Manager


Ensure children in care have access to a high quality education and achieve

their full potential by supporting schools and carers. Act as pupil advocate.

Jane Stephens

01872 323104

CLEAR Counselling Service

Enable children and young people who have experienced an abusive relationship to flourish in a therapeutic environment.

01872 261147

Dreadnought Centre

Dreadnoughts is a service that offers counselling for any children with emotional, physical or behavioural needs.

01209 218764

Cognition and Learning Service

(formerly Dyslexia Support Service)

The Cognition and Learning Service will support children who have been screened as having a risk of Dyslexic type difficulties. They will advise teachers on appropriate targets and teaching as well as identifying any additional needs the children have which need to be met. They will provide training/resources for the school when needed. They can also screen children for dyslexia and dyscalculia when requested.

Jo Davidson –

Early Help Hub

The Early Help Hub is the single point of access for children, young people and families in Cornwall. This is the point of contact for advice and requests for support for a child or young person who: May have additional needs that cannot be met solely by universal services and; Where there is no perceived risk of significant harm.

01872 322277

Early Support

The Early Support Team co-ordinate Team around the Child Meetings and CAF’s (common assessment frameworks) which support parents and children with SEND and other concerns to have all professionals talking to each other and working towards one plan which centres around the child and family.

Nathan Wilce – 01209 615650

Educational Psychologist

The Educational Psychologist can support the school in identifying children’s individual needs, advising on appropriate teaching methods and support, setting and monitoring targets for individual children, performing various assessments and offering training and advice as well as some intervention groups or 1:1 work if requested.

Joe Brook – 01579 341132

Education Welfare Officer

Our Educational Welfare Officer works with the school, children and families to make sure that children are attending school regularly by supporting, identifying and meeting any needs which are preventing this.

Caroline Hunt – 01726 822485

Equality and Diversity Service

The Family Support Worker team work with any family who would like a range of support from housing and finance to how to manage difficult behaviour at home. They can also signpost families to other support that may be available. Promote inclusion and celebrate diversity through research, networking, training, guidance and support. Act as pupil advocate.

0300 1234 100

Family Workers

The Early Help Family Worker team work with any family who would like a range of support from housing and finance to how to manage difficult behaviour at home. They can also signpost families to other support that may be available.

01872 322277

Hearing Support Team


The Hearing Support Team provides specialist support for infants, children and young people in Cornwall affected by educationally significant hearing loss.


The Hearing Support Team is one of Cornwall’s Local Authority SEN Support Services.  The Team provides families, schools and settings with advice on the educational management of hearing loss where this impacts significantly on the child or young person’s education.

01726 61004

Occupational Therapy Team

The Occupational Therapy team will work with children who have physical and sensory difficulties- including identifying these needs and providing appropriate programmes such as Sensory diets. They will also assess the school environment and suggest any suitable adaptations needed for individual children.

0300 1234 101


The Community Paediatrician will support children with suspected or diagnosed medical needs. They will provide information and advice to the school as to how to meet these needs. Referrals can be made to the service if there are medical concerns about a child with parental permission.


Liz Taylor

Medical Secretary

01872 254514

Parent Carers Cornwall

Our aim is to gather information from Parent Carers and using these unique shared experiences, we take part in consultations and participation work which helps us to shape the development and delivery of services to our children. We also pass on information to families via a newsletter enabling parent carers to gain greater knowledge and understanding of the services available from health, education, local authority and the voluntary sector.

07973 763332

Penhaligon’s Friends

Penhaligon’s Friends are a Cornish charity that offer support for children and parents who are suffering with bereavement.

01209 210624

Physical and Medical Needs Advisory Service

If you have a child or young adult with a physical disability or medical needs who attends school, then our service can provide support to both the student and the school in an educational setting.


Through close liaison within the Council’s Special Educational Needs (SEN) support teams and key NHS therapy teams, we work to ensure all students with physical disabilities and medical needs have maximum access to the school curriculum.


The Physiotherapy team work with children who have physical difficulties. They provide exercise programmes which the school will follow and advice when needed to support children further.

Alison Botting 01872 254531

Primary Mental Health Workers

Provide support and advice to parents/carers and staff to meet the needs of children who have difficulties with emotional and psychological wellbeing.

01872 322277

School Nurse

The School Nurse service can support with a number of concerns such as eating, sleeping, behaviour, toilet training and ensuring vaccinations are up to date and provide individual care plans as necessary to support in school and at home.

Existing referrals- 01872 221400

New referrals - 01872 322277

SEN Assessment and Provision Team

Carry out the process of statutory assessment and maintaining Education Health Care plans for children with SEN. Provide advice and guidance to ensure a child’s SEN is identified and met.

Christine Roberts – 01872 324242


The Parent Partnership provides independent, impartial, confidential, and free guidance and information to parents and carers of children with special educational needs, so they can make informed choices about their child’s education.

01736 751921

Speech and Language Therapy

The Speech and Language Service can offer advice, support and individual/group therapy for children who are having a wide range of difficulties with communication e.g. unclear speech, children using visual communication such as PECS, stammering and difficulty with understanding language.

01208 834600

Social Care

Social Services and Social Care support children in a number of ways from ensuring children are safe to supporting families with managing the needs of children with complex SEND through specialist social workers.

MARU 0300 1234101

Vision Support Team

The Vision Support Team can offer advice and support to develop teaching and learning for any child

Kernow Young Carers

Ensure young carers are recognised and valued, receive support for their caring role and are safeguarded against taking responsibilities which prevent them from reaching their full potential.




01872 321486

Pupil Progress

We assess and review pupils’ progress towards outcomes in a variety of ways;

  • Observations
  • SPTO online evidence
  • Questioning
  • Feedback and Marking, with clear next steps for children.
  • Distance Writing
  • Accelerated Reader and Maths
  • Rising Stars assessments
  • Half Termly teacher assessments using School pupil tracker online
  • Individual Education Plans and Personalised Provision Plan
  • Year 1 Phonic screening check
  • End of KS1 assessments/SATs
  • End of KS2 assessments/SATs
  • EYFS baseline and profile.
  • Intervention feedback
  • Read, Write, Inc Assessments
  • Individual assessments such as dyslexia screening. Information from these assessments is feedback to parents at parent’s evenings and pupil reports.

How we know how good our SEN provision is

The Senior Management team regularly monitor all our provision, with the SENDCO specifically looking at SEN through monitoring teaching and learning, planning, children’s books, pupil conferencing and analysing the progress of SEN children.


If you wish to complain

We work very hard to ensure we meet the needs of all children in our school. However, if you do wish to complain about our SEN provision, you should firstly speak to the SENDCO, then the Headteacher and lastly the chair of governors.

Answers to Frequently asked Questions


How does your school know if children/young people need extra help?

There are a number of ways that the school will know if a child needs extra help. This may come from observations by the teaching staff in the classroom, regular data analysis which may identify a child who is making less than expected progress, concerns raised by Outside agencies e.g. Paediatrician or a previous school, listening to the concerns of parents or through discussion with the child who may identify that they are needing help in a particular area.


What should I do if I think my child may have special educational needs?

Please speak to your child’s class teacher first and make an appointment to see the SENDCO. Together we can discuss your concerns and make a plan for the next steps in identifying and meeting your child’s needs.


Who is responsible for the progress and success of my child in school?

We believe that everyone has a role in and responsibility for the success of all children within the school. From the Governors, Head Teacher, SENDCO and teaching staff to the parents and child, the best progress is made when everyone works together. The progress and success of your child within the school will be monitored closely and action taken quickly when needed.


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

Teachers will adapt the curriculum to meet individual children’s needs on a daily basis. Where possible children are taught together with different groups working on different levels of skills or knowledge with various levels of support which will change over the week/term. Children may be provided with alternative means of presenting their knowledge e.g. using a computer or different ways of accessing the lesson e.g. learning through play. Children may also be taken for small group or 1:1 work with familiar adults to reinforce key learning or develop specific skills such as understanding the importance of turn taking. In some cases a highly individualised curriculum will be developed with support from Outside Agencies. Attention will also be paid to the interests and strengths of children in the class and work planned which will develop these.


How will school staff support my child?

School staff will support your child by having high expectations of all children, making sure that they understand and provide for individual children’s needs, providing a high level of pastoral care and by being flexible and creative in their approaches. All staff are expected to take responsibility for meeting the needs of all children and ensuring that they meet their full potential.


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

We aim to keep you fully informed of your child’s progress within school and be open and approachable as to ways we can work together to support your child’s progress. Parents/Carers are invited to attend regular Parent’s Evenings, open mornings and open afternoons at school where information about their child’s progress, targets and ways that this can be supported at home will be shared. The class teacher and/or SENDCO will also be happy to meet with you at other times to discuss your child’s progress and the different ways this can be supported- just make an appointment. Some children will have a daily or weekly home/school contact book. If your child has a Special Support Plan then this will be reviewed at least twice a year and you will be involved in the process. If your child has a Education Health Care Plan this will also be discussed annually at their Review.


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

We are strongly committed to promoting the wellbeing of the whole child at St Dennis and place a high emphasis on children’s social, emotional and physical development as well as academic. When needed we will put in place resources and support which meet these needs as well as seek guidance and support from Outside Agencies e.g. CAMHS or the School Nurse.


How do I know that my child is safe in school?

All visitors to the site must sign in with Reception and adults working with children will have CRB checks or supervision. The school grounds and building is secure and children are always supervised in outside areas. If there are particular risks associated with your child’s individual needs e.g. poor risk awareness then this will be taken in to account by the school at all times and extra support provided where needed e.g. closer supervision at playtimes. Individual risk assessments will be made when necessary. There are a number of staff who have Team Teach training who are available when needed to ensure that children do not put themselves or other children at risk through dangerous behaviour. Children with medical needs will have a Care Plan and this will be reviewed regularly. Children with toileting needs will also have an Intimate Care Plan.


What specialist services and expertise are available at or accessed by your school?

We have a wide range of specialist services and expertise available to the school (please see above) and have good links with these. We will always seek additional advice and support when needed and will match this to children’s needs including seeking out new agencies that can support a particular child. We can also offer advice and support for families to access additional services outside of school to support with a range of special needs.


What SEND training have the staff at school had or are having?

Staff at St Dennis have had a wide variety of SEND training and different staff members have different areas of expertise. Training and experience in working with children who have Autism, Dyslexia, Speech difficulties, Sensory Processing needs, Developmental Co-ordination Disorder and children with a range of social and emotional needs are current strengths and we also have recent experience of working with children who have Downs Syndrome, Hearing difficulties and other physical needs. We have a member of staff trained as an Autistic Champion. We have a trained Thrive Practitioner and Trauma Informed Schools Practitioner. All teaching staff receive regular training by the SENDCO and relevant training from Outside Agencies is sought and welcomed when there is a need.


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

We actively encourage all children to attend outside activities, trips and camps and these are planned and organised with the needs of all children in the group considered. Visits will be planned to places which are fully accessible to the children who are attending and additional adult support or resources will be provided for those who need this in order to meaningfully participate. The school performs risk assessments for activities and trips and will visit beforehand or discuss the needs of the group before attending.


How accessible is the school environment?

The school environment is easily accessible and has ramps and handrails which allow access to all areas of the school site. There are 2 disabled toilets on site and disabled parking available. Please see our accessibility plan for more information.


How will school prepare and support my child through the transition from key stage to key stage and beyond?

The SENDCO and class teachers meet regularly before changes to classes to plan for this for individual children. Extra visits to their new classroom, opportunities to get to know new adults, Social Stories and exploring new buildings will be planned when needed. There will also be discussion between the teachers, SENDCO and parent in order to pass on information and ensure as smooth a transition as possible. This continues when the children move up to Secondary School when they will be given frequent opportunities to visit and discuss their concerns as well as opportunities for parents and SENDCO’s to meet, discuss and plan for the change ahead.


How are the school’s resources allocated and matched to children’s special educational needs?

The school receives a budget to meet the needs of children within the school who have SEND and has its own SEND budget set by the Head and Governing Body. The resources are allocated based on individual need and vary from child to child and over time according to the child’s current needs. Children who have an Education Health Care Plan will have resources which are matched to meet the objectives and provision identified on these.


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

The type and amount of support your child will receive will depend on their individual needs at the time. Support can vary widely from having an adult to support with an aspect of learning e.g. maintaining concentration on tasks to using a specific resource such as an individual laptop. The decision as to what type of support and how much of this is needed will be made by the Class Teacher, SENDCO and Head in discussion with you and with advice from Outside Agencies e.g. Educational Psychologist if this is appropriate. This will be reviewed at regular intervals over the year and changed to match your child’s most current needs.​

Q Coronavirus
  • Carne Hill, St Dennis, Saint Austell
  • PL26 8AY
Get in Touch

St Dennis Primary Academy is part of Truro and Penwith Academy Trust, a charitable company limited by guarantee, registered in England and Wales. Company Number: 08880841. Registered address: College Road, Truro, TR1 3XX