Middle Street Primary School

SEND offer

Inclusion at Middle Street Primary

Middle Street is an inclusive school where all children are cared for, are happy and are enabled to achieve. Everyone working within the school works effectively as a team to get the best possible outcomes for the children. Pupil's well-being is supported through: Effective communication with school staff and outside agencies, School counsellor, Learning Mentors, Pastoral meetings, Playtime clubs, Buddies, Nurture groups, Family SEAL, Circle time and bubble time, Annual epi-pen training for staff member, Individualised training to ensure named members of staff are able to meet specific physical and medical needs, including administering medication.


“Those who are disabled or who have special educational needs achieve well and the education provided by the school effectively meets their needs. This is due to the good teaching that pupils receive from teachers and support assistants.”

Ofsted report 2015


What is our approach to teaching children with Special Educational Needs (SEN), and what sorts of SEND do we provide for?

All members of staff accept responsibility for pupils with Special Educational Needs and Disabilities (SEND) and are committed to meeting the pastoral, social and academic needs of every individual. As with every Middle Street child, children with SEND are valued, respected and entitled to develop to their full potential, irrespective of need. We aim to make learning a happy and successful experience for all children who have difficulties and to encourage a sense of achievement and self- esteem. We believe that good SEND practice is good practice for all children and is likely to be more effective if both pupils and families are involved.

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


Middle Street has an "open door" policy and parents/carers are welcome to meet with the class teacher or SENDCo at any point in the year to discuss concerns or progress. If you have any concerns about the learning or development of your child you should speak to their class teacher or to the SENDCo. If there are medical concerns you should also speak to your GP or the school nurse.


How are decisions made about what type and how much support my child/young person will receive?

Most decisions about the type and level of support are made following observations or outcomes of assessments carried out by school or by outside agencies. Discussions between the SENDCo, class teacher and other involved professionals will lead to the Provision Plan. The progress children make throughout the period of intervention is closely monitored. Interventions continue for varying lengths of time according to the type of intervention and the pupil's additional needs and progress.


We are all special...

Many children with Special Educational Needs when identified and supported make very good progress. This is often to the point where it is considered they no longer have special educational needs. Other children’s needs are more complex and therefore require support over a longer term.

Ultimately our aim is for all children to feel able to do their very best, experience success and feel proud of their own achievements.

It is important to remember that we are all unique and at different times in our lives we may all have a special need of one sort or another.