Our SENDCo (Special Educational Needs and Disability Co-ordinator ) is Mrs Julie Webber. Mrs Webber is a qualified teacher and has achieved her SEND National Award. She currently teaches within Year 5 on Monday and Tuesday and co-ordinates SEND for the rest of the week.

The school welcomes children and adults of all abilities and needs and we will make every effort to provide facilities that are required, in partnership with the Local Authority. Admission procedures for pupils with disabilities are the same as for all children, although special arrangements may be negotiated. We aim to ensure that disabled pupils are treated with the same high regard as all other pupils. As a school that values an inclusive approach all children have access to after school clubs, trips, camps and outdoor learning. The school has an access plan which timetables the improvements to the school that will enable access for all, children and adults alike.  The school works closely with, and shares part of our site with, Curnow Lower School.  We are able to use their knowledge and skill base to further develop good practice at Illogan.  Links between the schools also allows children from both schools to learn alongside each other in a truly inclusive manner. 

The Code of Practice for Special Education Needs gives the school responsibility for identifying children with special educational needs and ensuring appropriate provision is made. We aim to identify any child with a special educational need at the earliest possible age; those experiencing on going difficulties will, after consultation with parents, be placed on the SEND register. Children with special educational needs may include those with physical disabilities, hearing or visual impairment, social, emotional and mental health needs, language or specific learning problems.

Each child on the  SEND register has an Individual Learning Plan   This is written in a meeting with the child and the parents, to ensure targets reflect the needs of the child both at home and school. Learning Plans are regularly evaluated by teaching staff and progress is shared with parents termly. The best progress is always made when home and school work together and when families make time to talk, play games and support learning in school. The role of the parents in identifying and helping their child with special difficulties is vital, and the school consults with parents fully to maintain a close working relationship. Our policy for Special Educational Needs is available to all.

Pupils with SEND are assessed against their individual targets as well as against age related expectations. Information about their progress is collected through evidence in books, discussions with the child and teacher assessments. Progress of children with SEND is monitored closely by teachers, the SENDCo and the Senior Leadership Team. Children with SEND generally make good progress in many areas of the curriculum.

For a very small number of children a formal assessment of educational need is made; an EHC plan is then written with appropriate targets and supports. The procedure involves the Educational Psychologist, the teaching staff and support staff, plus other professional bodies who may be able to offer advice. This can be a lengthy process and the school will offer as much support to parents as possible. The provision that is made for children with EHC plans is varied and may consist of short periods of specialist teaching, TA support, physiotherapy, or possibly a place in another school offering specialist provision. The formal plans for children are reviewed annually, and parents are fully involved in this process.

We work with a number of external agencies and have close links with our Educational Psychologist, Speech and Language Therapist and the local autism team. We have staff who are trained to attend Team Around the Child (TAC) meetings and all staff work closely with parents to ensure we are all meeting the child’s needs and supporting the family in any way we can.

We understand that for a number of children with additional needs transition periods are extremely difficult. Within our school we work alongside parents to ease the move to the next class and the transition to secondary school or new schools within the locality.  Our Autism Champion supports children at this time and s them by making transition posters with photos of new teachers, classrooms and cloakroom etc to share with parents at home. This ensures that the child can talk about their new class / school openly at home and discuss any worries. Additional visits to their new class / school are arranged for children we feel are emotionally vulnerable and need support.

When children move from Year 6 to secondary school a meeting will be held with the parents, the children and the SENDCo from the secondary school. This ensures that all information about the child’s needs is passed on effectively.

We have a strong pastoral team including a Learning Mentor and Autism Champion.  They are trained to support both children with emotional needs and families in the community who need support or advice. The learning mentors work with children and deal with issues around family and emotions, grief, bereavement and falling out with friends. We also value our Sensory Support Room which is used by staff to offer a quiet space for children with sensory or emotional needs. 

Children with medical needs are catered for and a named adult is responsible for administering medication in consultation with parents. Medication is kept in a safe place, only accessible by staff. Staff are trained to use specific equipment i.e. epi pens for children with severe allergic reactions.

Our SEND Information Report and SEN policy can be downloaded from the links below:

For additional information on how we support children please see the following policies on the Polices web page.

  • Anti-bullying policy
  • Behaviour policy
  • Positive handling policy
  • Assessment policy
  • Child protection policy
  • Children in care policy
  • Intimate care policy
  • SEND policy