SEND Information Report

Date of publication: April 2026
Date of review: April 2027

Our SEND Ethos

At Caedmon Community Primary School, we recognise that all pupils are entitled to a high quality education that enables them to achieve their best and fulfil their potential. We believe in early identification, positive intervention and removing barriers to learning. We work closely with parents, carers, pupils and external agencies to ensure that children with special educational needs and disabilities (SEND) receive appropriate, effective and inclusive support.

All staff share responsibility for meeting the needs of pupils with SEND and for ensuring that, regardless of need or disability, pupils make the best possible progress socially, emotionally and academically.

Designated Staff and Contacts

SENDCo: Mrs S Hannon
Headteacher: Mr C Wisby
Designated Teacher for Looked After Children: Mr C Wisby
SEND Governors: Julie Darling and Councillor J Adams

If you would like to contact any of the above, please telephone the school office on 0191 433 4095.

Types of Special Educational Need

SEND is identified within four broad areas of need (as outlined in the SEND Code of Practice):

Communication and Interaction
Difficulties with speech, language and communication, including autism spectrum condition.
Cognition and Learning
Difficulties with learning, including literacy, numeracy and processing skills.
Social, Emotional and Mental Health (SEMH)
Difficulties with emotional regulation, behaviour, attention, anxiety or relationships.
Sensory and/or Physical Needs
Hearing or visual impairment, physical disability, medical conditions or sensory processing needs.

Children may have needs in one or more of these areas.

Identifying and Assessing SEND

Children’s needs are identified as early as possible through:

Teacher observation and assessment

Ongoing tracking of progress
Discussions with parents and carers
Information from previous settings
Advice from external professionals where appropriate

If concerns are identified, a graduated approach is used:

High-quality teaching (Quality First Teaching) adaptations
SEND support
Education, Health and Care Plan (EHCP) where required

We follow the SEND Code of Practice graduated approach of Assess, Plan, Do, Review to ensure support is regularly reviewed and adapted to meet pupils' needs. Parents are involved at every stage.

Supporting Pupils with SEND

Pupils with SEND are supported through a combination of:

High‑quality, inclusive classroom teaching
Adaptive teaching and curriculum adaptations
Reasonable adjustments
Targeted small‑group or individual interventions
Support from trained teaching assistants
Individual SEND Support Plans where appropriate
Visual supports, assistive technology and alternative methods of recording where appropriate

Evaluating the Effectiveness of SEND Provision

The effectiveness of SEND provision is evaluated through:

pupil progress and attainment data
review meetings with parents and carers
pupil voice
attendance and wellbeing information
monitoring of interventions
SEND governor monitoring
annual reviews for pupils with EHCPs

Provision is adapted where necessary to ensure positive outcomes for pupils.

SEND Support and Education, Health and Care Plans (EHCPs)

For pupils receiving SEND Support, staff and parents work together to:

Identify outcomes
Agree strategies and interventions
Review progress at least termly

For pupils with an EHCP, the school:

Implements provision outlined in the plan
Reviews progress regularly
Holds an Annual Review involving parents, the pupil and professionals

Working with Parents and Carers

We recognise parents and carers as key partners. We ensure regular communication through:

Review meetings
Parent consultations
Informal discussions
Written reports and plans

Parents are encouraged to contact the SENDCo with any concerns.

Pupil Voice

Children are encouraged to share their views about their learning and support. This may include:

One‑to‑one discussions
Target‑setting
Review meetings where appropriate

Their views are valued and inform planning and decision‑making.

Support from External Agencies

Where needed, the school works with a range of external professionals, including:

Educational Psychology
Speech and Language Therapy
Occupational Therapy
Health services
Behaviour and SEMH support services

Referrals are always discussed with parents.

Staff Training and Expertise

The SENDCo is a qualified teacher and is currently undertaking the National Award for SEN Coordination (NASENCO).

Staff receive ongoing training in areas such as:

Autism and SEMH
Speech and language support
Adaptive teaching and inclusive practice
Safeguarding and medical needs

Accessibility and Inclusion

The school strives to ensure equal access for all pupils through:

Reasonable adjustments
Support for medical needs
Flexible approaches to learning
Access arrangements for assessments

Please contact the school to discuss specific accessibility requirements. Further information can be found in the school's Accessibility Plan, available on the school website.

Transitions

We support pupils with SEND during key transition points, including:

Entry into school
Moving between year groups
Transition to secondary school

Additional visits, meetings and transition plans are used where appropriate. Throughout school, pupils are supported to develop independence, communication skills, resilience and readiness for future learning.

Complaints

If parents have concerns regarding SEND provision, they should first speak to the class teacher or SENDCo. If concerns remain unresolved, the school’s formal complaints procedure can be followed (available from the school office or website).

The Gateshead Local Offer

Gateshead Council publishes information about services available for children and young people with SEND aged 0–25 through the Local Offer.

https://gateshead-localoffer.org/

This includes guidance on SEND thresholds, support services and expectations across education, health and care.