SEND Information Report
How we support every child with special educational needs and disabilities
This report sets out how Pallister Park identifies, supports and makes provision for children with SEND throughout their time with us and how we work in close partnership with families at every step.
Completed by Miss E Close, SENDCo. Next update due: September 2026.
About this report
What this report is for, and what it covers
Our SEND Information Report is a mandatory document that explains how we support children and young people with special educational needs and disabilities at Pallister Park.
It covers: how we support our pupils across all aspects of school life and remove barriers to achievement; how we work in close partnership with parents, carers and children themselves; and how we make effective provision for every child with a special educational need or disability.
16.6%
of our pupils currently have identified SEND
Spring 2025 data
Areas of need
The four areas of SEND we support
Communication & Interaction
Including autistic spectrum disorder and speech and language difficulties.
Cognition & Learning
Including dyslexia and dyspraxia.
Social, Emotional & Mental Health
Including attention deficit hyperactivity disorder and social and emotional difficulties.
Sensory & Physical Needs
Including visual and hearing impairments, processing difficulties and epilepsy.
Identification & assessment
How we identify children with SEND
In the continuous cycle of planning, teaching and assessment, teachers and support staff make judgements about children’s progress in relation to national expectations. We do not wait for a child to fall significantly behind before we act. Early identification is at the heart of everything we do.
We identify SEND needs through information given directly by parents and carers; data gathered from in-school assessments; recommendations from other professionals including Health and Social Care and Educational Psychology; and through our Pupil Progress and SEND Review meetings, which take place every term. If further assessment is needed, we will bring in external professionals to advise on appropriate provision.
We do not assume that all children progress at the same rate. A judgement is made in each individual case as to what is reasonable to expect a child to achieve, and where progress is not adequate, additional or different action is taken promptly.
Our levels of identification
Monitor
Child identified as not making expected progress. Assess–plan–do–review cycle begins, with curriculum differentiation and Wave 1 interventions.
Vulnerable Pupil
Lack of progress linked to attendance, medical needs, CLA status or behaviour. Vulnerable Pupil Support Team involved alongside family.
SEND Support
After a period of monitoring, specific targeted support initiated. Further assessments arranged and referral to outside agencies where appropriate.
EHCP
Where needs remain substantial, an application for an Education, Health and Care Plan is made in discussion with parents and multi-agency partners.
Range of provision
How we provide support with three levels of intervention
Our school organisation gives every year group a ‘team around the child’. Work is differentiated and groups are supported at the appropriate level, with flexibility to provide support across year groups where this would benefit an individual child.
Wave 1
Quality First Teaching
Daily in-class support, small group Maths and English, 1:1 tuition, BLAST, NELI, numeracy interventions, speech and language support, additional resources and curriculum adaptations.
Wave 2
Targeted Support
Vulnerable Support Manager, Outreach Support, Inclusion Support, SENDCo support, CAMHS referral and input.
Wave 3
Specialist Input
Educational Psychologist, Hearing and Visual Services, Occupational Therapy and other specialist external agencies.
Partnership with families
How we involve you in your child’s support
We will always discuss our concerns with you before placing a child on the SEND register, before involving any outside agency, and before making any significant change to your child’s provision. If you have any concerns about your child just let us know and we will help.
Progress is discussed at parents’ progress calls, with opportunities for additional meetings with the SENDCo where required. Written reports are provided in the summer term for all our children. Children on SEND Support have a Support Plan written specifically for them. For children with an EHCP, an annual review meeting is held.
External partnerships
Specialist services we work with
Pallister Park works with a wide range of external specialist services to ensure that every child receives the right support at the right time. Parents are always informed before we make a referral.
Health & Therapy
- CAMHS & Neurodevelopmental Pathway
- Speech and Language Therapists
- Occupational Therapists ·
- Physiotherapists
- School Nursing
- Sunflower Sensory Service
Education & Learning
- Educational Psychologist
- Specialist Teaching Service
- Beverly Outreach
- Inclusion Outreach Team
- Home/Hospital Teaching ·
- Hearing & Visual Services
- Seen, Heard, Believed
Family & Wellbeing
- Daisy Chain / Family Support
- CATS Counselling
- Forget-Me-Knot Bereavement Support
- Young Carers
- Harbour
- Barnardos
- Junction
- MAIN
Transitions
Supporting children at every change of stage
Between year groups
Transition meetings take place annually between year groups as children move up. Pertinent information, including SEND details, effective strategies and key relationships is shared carefully between staff to ensure every child feels known and supported from day one in their new class.
Primary to secondary school
Planning for secondary transition begins in Year 5. For children with an EHCP, the SENDCo attends their annual review and liaises directly with the secondary school once a place is confirmed. A bespoke transition plan is put in place, which may include early visits and a designated mentor as a familiar adult for the child during the move.
Accessibility & physical access
Our site and how we adapt it
Pallister Park Primary School is a fully wheelchair-accessible site. Accessible toilet and shower facilities are available on site, along with hand rails near stairs.
Our site is reviewed by the Headteacher and Business Manager to ensure that the provision we offer matches the needs of the pupils we have. Where additional mobility resources are required these are provided from the SEND budget on a case-by-case basis.
In lessons, adaptations may include longer processing times, pre-teaching of key vocabulary, reading instructions aloud, coloured overlays, visual timetables, larger font, or the use of a laptop or other assistive technology. For educational trips and visits, a thorough risk assessment is always carried out to ensure access for all learners, and no child will be prevented from attending a trip due to their SEND needs.
Site accessibility summary
Wheelchair accessible
Yes
Disabled toilet
Yes
Disabled shower
Yes
Auditory/visual – School Site
Not currently
Staff expertise & training
Investing in the people around your child
Whole-staff training includes:
- Child Protection
- Autism in the Classroom
- Positive Handling
- Monitoring Vulnerable Pupils
- RWI Phonics
- Safeguarding
- Dyslexia Awareness
- Sensory Processing
- Pathological Demand Avoidance (PDA)
Individual specialist training includes:
- Designated Teacher Training
- Behaviour Management
- ELKLAN
- CLA
- Asthma Training
- British Sign Language
- Epilepsy Training
- BLAST!
- NELI
- ELSA
- MAKATON
The SENDCo and Deputy SENDCo attend half-termly SEND Network meetings, providing ongoing access to training and updates from schools and the local authority.
Our SEND team
Who to speak to
SENDCo – NASENCo Award
Miss E Close
Deputy SENDCo – NPQ for SENDCo
Mr T Heap
Designated Teacher for CLA
Mrs R Cacioppo
Designated Safeguarding Lead
Mrs L Felgate
Vulnerable Pupil Support
Mrs M James
To speak with our SENDCo or any member of the team, call us on 01642 242174 or email pkcontactus@oc1st.co.uk
Statutory information
Complaints, policy & further documents
Concerns about SEND provision
Please begin by speaking with your child’s class teacher. If the matter is not resolved, ask to speak with our SENDCo or Headteacher. Should you wish to escalate further, you may approach the school’s named SEND Governor, or be offered support via the Local Authority or Parent Partnership Service. We hope that matters can always be resolved within school.
Policy documents
Our full SEND Policy is available to download below. This policy links to our Admissions Arrangements, Safeguarding, School Complaints, Equal Opportunities and Access Audit policies, all of which are published on this website.
| SEND Policies & Documents | Download |
| OC1st Safeguarding Policy | Download |
| OC1st SEND Information Report and SEND Policy | Download |
“Every child deserves a champion — an adult who will never give up on them.” — Rita Pierson