SEN Report ~ School Offer for pupils with SEN and Disabilities

* A simplified version of the SEN Report can be found here: Nunney SEN Report Simplified

Nunney First School is committed to providing the best learning opportunities for all children, including those with Special Educational Needs and Disabilities (SEND). We strive to achieve this by creating a nurturing environment where success is celebrated and all children are encouraged and inspired to reach their potential.

We welcome all children, regardless of special educational need or disability. As a member of the Frome Learning Partnership, we work with local schools to offer a broadly similar range of provision for children with additional needs.

The page contains Nunney First School’s ‘School Offer’ for pupils who have special educational needs and/or disabilities. This is called the ‘SEN Report’ and is designed to help parents and carers understand how the school identifies children with Special Educational Needs (SEN) and disabilities and the provision that is made for them. Our SEN Report is reviewed and updated each year, following consultation with parent/carers and pupils.  To navigate to different sections of the report, please use the images below.

SEND needs

Identifying need

Parental involvement

The child’s voice

How we support children

Setting targets and monitoring progress

Support for children with disabilities

Social, emotional and mental health support

Transitions and preparing for adulthood

Support for families

Make a complaint

Key Words

There are lots of words we use in schools when we talk about SEND which may be new to you.  Here are what some of them mean.

APDR Assess, Plan, Do, Review.  This is how we check that children are receiving the right help at the right time.
EHA  These are forms we fill in when we need an external specialist to come in to school.  We write these forms with parent carers.
EHCP Education Healthcare Plan.  These are written for children with complex needs.
Local offer This is how Somerset supports children with SEND and their families
PFSA Parent family support advisor.  This person is available all year to support families.
SENCO The SENCO is a person who works at school and who makes sure that all children with extra needs are looked after.  They check that all children with extra needs are getting the help they need to learn.
SEND Special Educational Needs and Disabilities.  This is how children who require extra help are identified.
Transition Moving between schools, classes, times of day.  Sometimes we use this to mean change.


What types of SEN does the school provide for? 

Our school provides for pupils with the following needs:

Communication and interaction


Children and young people with speech, language, and communication needs (SLCN) who have difficulty understanding and communicating with others. This may include those with ASD, including Asperger Syndrome and Autism.

Cognition and learning

Children and young people who learn at a slower pace than their peers, and those with Specific Learning Difficulties (SpLD). For example dyslexia, dyscalculia, and dyspraxia.

Social, emotional, and mental health difficulties


Children who may be withdrawn or isolated, as well as those displaying challenging, disruptive or disturbing behaviours. The code states these behaviours may reflect underlying mental health difficulties. For example, anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.

Sensory and/or physical needs

This includes children with a disability that prevents or hinders them from making full use of general educational facilities. For example, those with visual or hearing impairments, multi-sensory impairments, and/or physical disabilities.

  How do staff at Nunney First School know if my child has SEN or a disability and needs extra help?

When children join Nunney First School in Early Years we support transition to the school through stay and play sessions, parent tours and meetings with the class teacher, enabling parent carers to raise any concerns. If a child is joining us from another setting, their transition will also involve meetings between the SENCOs and sharing of information from the previous setting.


If parent carers have concerns they should see the class teacher in the first instance. Teachers are available at the beginning and end of the day for brief discussions or an appointment can be made if a more detailed discussion is needed.  If you remain concerned, you can make an appointment to meet with the Special Educational Needs Coordinator, also known as the SENCO.  Our SENCO works with class teachers and support staff to ensure that children’s needs are quickly identified and that the right provision is in place to help every pupil make good progress.

The progress and wellbeing of all children at Nunney First School is monitored closely by their class teachers. If the class teacher has concerns about the progress or attainment of a child they will discuss this with the child’s parents/carers as well as the SENCO.  A programme of additional support may be provided as part of a small group or individually. Specific assessments will be carried out to provide more detail about the difficulties.  Should a child continue to make poor progress despite additional support, with the consent of parents/carers, they will be referred to external specialists.

Somerset Graduated Response Tool 

Quality first teaching underpins all educational provision. It focuses on inclusive practice and breaks down barriers to learning. For the majority of children this can be achieved by identifying specific barriers, followed by personalisation and differentiation using strategies as identified in the Somerset Graduated Response Tool. The Somerset Graduated Response Tool breaks down SEN into four broad areas of need. This targets specific support for teachers to plan and for any interventions to take place. You can learn more about the Somerset Graduated Response at:


 How will I be involved in decisions made about my child’s education? 

We know that you’re the expert when it comes to your child’s needs and aspirations.  We want to make sure you have a full understanding of how we’re trying to meet your child’s needs, so that you can provide insight into what you think would work best for your child. We also want to hear from you as much as possible so that we can build a better picture of how the SEN support we are providing is impacting your child outside of school. If your child’s needs or aspirations change at any time, please let us know right away so we can keep our provision as relevant as possible. 


There are parent carer consultation evenings twice each year and an Annual Written Report is written for each child in the summer term. In addition to this, children in receipt of High Needs Funding or who have an Education, Health and Care Plan (EHCP) will have a SEN Review or Annual Review meeting to review their progress, the support in place for them and to plan their next steps. Additional meetings are also held for parent carers whose children are on the school’s SEN Register.

These meetings will:

Set clear outcomes for your child’s progress

Review progress towards those outcomes

Discuss the support we will put in place to help your child make that progress

Identify what we will do, what we will ask you to do, and what we will ask your child to do

The information from these meetings will then be used to create an individual learning plan, which will be shared with all relevant staff.  You will also be given a copy.

How will my child be involved in decisions made about their education?

The school actively seeks children’s views and feedback. We find children to be honest and insightful. Their contributions have helped us shape and improve practice. The SENCO regularly meets and talks with children who have SEN or disabilities. She uses a range of strategies to enable pupils to share their views and offer suggestions for improving the support that is in place for them.

At Nunney First School teachers work with children to set individual targets. These are personal to each child and focus on the next small step/s a child needs to take to make progress.  Teachers make time to review targets with children and offer feedback on these in the context of learning the children undertake in school.

External staff such as speech and language therapists who work on specific programmes with children, meet with them from time to time to review targets on their PLPs and celebrate success.

What support is available for my child at school?

Your child’s education will be planned and monitored by their class teacher. Your child may work with class teachers, teaching assistants or external specialists who will deliver specific programmes to help your child to make good progress.

Staff may also modify the approaches they use with your child or use additional resources in the classroom to support your child’s learning. This will be explained to parents/carers by class teachers.

Further support and clarification can be requested from the SENCO. 

Sometimes we need extra help to offer our pupils the support that they need.

It may be that your child’s needs mean we need to secure:

Extra equipment or facilities

More teaching assistant hours

Further training for our staff

External specialist expertise

If that’s the case, we will consult with external agencies to get recommendations on what will best help your child access their learning.

Whenever necessary we will work with external support services to meet the needs of our pupils with SEN and to support their families. We complete applications for this support in partnership with parent carers and, where needed, in collaboration with other specialists.

How will the school measure my child’s progress? 

We will follow the ‘graduated approach’ to meeting your child’s SEN needs.  This identifies children’s needs and how much support is required.  

The graduated approach is a 4-part cycle of assess, plan, do, review process, which measures the impact of any intervention or strategy and plans appropriate future support.  Progress is monitored by the class teacher and overseen by the SENCO.  

If a review shows a pupil has made progress, they may no longer need the additional provision made through SEN support. For others, the cycle will continue and the school’s targets, strategies and provisions will be revisited and refined. 

If a student has complex/acute needs, this sits within the school’s high needs stage and usually means that a student requires an Education, Health and Care Plan to support their needs and identify specific provision. The review process is continual, with children working towards short and long term goals.  As targets are reviewed, children then either progress to new targets as they approach their long term goals, or smaller steps are put in place to make progress towards short term goals.

We evaluate the effectiveness of provision for your child by:

  • Reviewing their progress towards their goals each term
  • Reviewing the impact of interventions each term
  • Using pupil questionnaires
  • Monitoring by the SENCO
  • Holding an annual review (if they have an education, health and care (EHC) plan)

 How does the school support pupils with disabilities?

The school site is fully accessible. There are changing and accessible toilet facilities.  Additional equipment and communication aids are used where they support access for particular pupils.  Please see our Accessibility Plan on our Policies page for more details.

All of our extra-curricular activities and school visits are available to all our pupils, including our before and after-school clubs.

All pupils are encouraged to go on our school trips, including our Year 4 residential trip. All pupils are encouraged to take part in sports days, school plays and special workshops No pupil is ever excluded from taking part in these activities because of their SEN or disability and we will make whatever reasonable adjustments are needed to make sure that they can be included.

All children have the right to access off site educational visits where it is safe for them to do so. For those with additional needs, alternative provision can be made for example, additional adult support, alternative transport arrangements or alternative arrangements for the administration of medicines.

The above is not to say that an individual risk assessment may be required to include adaptions to provision to enable students with physical mobility impairment to participate in activities similar to the experience of their peers. The motivation is to ensure that students with physical mobility impairment or other disabilities have the opportunity to participate with their peers. 


How will the school support my child’s mental health and emotional and social development?

At Nunney First School school, we aim to promote positive mental health for every member of our staff and student body. We pursue this aim using both universal, whole school approaches and specialised, targeted approaches supporting vulnerable students. In addition to promoting positive mental health, we aim to recognise and respond to mental ill health.  Specific plans and support will put into place for children experiencing difficulties with behaviour and those needing medical support or intimate care.

As well as being able to access support from school staff who are trained to support children with particular needs such as dyslexia, social communication difficulties, speech and language difficulties etc., the school is able to access support from external agencies including:


  • Speech and Language Therapists
  • Educational Psychologists
  • Learning Support Advisory Teachers
  • Physical Impairment and Medical Support Team
  • Hearing Impairment Advisory Teachers
  • Visual Impairment Advisory Teachers
  • Occupational Therapists
  • Physiotherapists
  • Autism and Communication Advisors
  • Parent Family Support Advisor (PFSA)

What support will be available for my child as they transition between classes or settings, or in preparing for adulthood?

Prior to starting in Reception, children identified as having special educational needs will have a ‘School Entry Plan’ meeting. This will be attended by parents/carers, pre-school staff, school staff, the Early Years Area SENCO and any external professionals who are supporting your child.

The aim is to plan how everyone can make the transition to school as smooth and easy as possible for your child. For children with medical needs, this will include identifying staff training requirements to ensure that your child’s needs are fully met and any potential challenges are identified and solved. All families will be invited to participate in several visits to the school prior to starting. Visits are designed to ensure that parents/carers and children know the staff and are familiar with the school setting ahead of starting school.

On moving to middle school, children in Year 4 with additional needs are discussed with the SENCO at the school your child is transferring to. A ‘School Entry Plan’ meeting will be held and again, this will be attended by you, our SENCO and the SENCO in your child’s new school. At the meeting a School Entry Plan will be produced, stating the support your child requires and the actions people will take to ensure that your child’s transition to the next phase of their schooling is a positive experience for them. Additional visits can be organised in school time and are supported by school staff. Resources such as transfer books and photographs can be made to ensure your child is familiar with the people and places they will come across.

What support is available for me and my family?

If you have questions about SEND, or are struggling to cope, please get in touch to let us know. We want to support you, your child and your family and can signpost resources through a variety of sources, including housing, parent workshops, social care, leisure and health.

To see what support is available to you locally, have a look at Somerset’s local offer published on their website:

The Somerset Parent Carer Forum is an independent voice for families with children with additional needs or disabilities.  As well as advocating for families, they provide a range of information and support for parent carers in Somerset.  They run events, workshops and a phone line, run by parent carers who have a shared lived experience.  To find out more, please go to:

In addition to countywide offers, Frome also has a network of support available for families.  To find out more, please visit:


What should I do if I have a complaint about my child’s SEN support?

All staff at Nunney First School are committed to providing the best learning opportunities for all children. We are an inclusive school, working with parents/carers and a range of professionals to ensure the best education for all.  Please remember that we are here to help.

Your child’s class teacher should always be your first point of contact.  If your child has a keyworker, they can also provide you with more information or listen to the concerns you have about your child, along with the SENCO. 

We very much hope that any concerns you have will be easily resolved through discussion and collaboration, and that the termly meetings we hold will also give you an opportunity to raise questions and any concerns.

If your complaint is still not resolved you can use our Complaints Policy and Procedure which will enable your complaint to be formally investigated.  You can access the Complaints Policy & Procedure by clicking on this link.

All icons used on this page have been shared by