Full details of our SEND provision is detailed in our SEND policy and reported on in our regular Pupil Premium reports.

Teaching and Learning

St Marys is an inclusive school and we always endeavour to do our best for all of our children.  All of our teachers are teachers of children with SEN and they all know about ways in which their classroom organisation and their teaching needs to be adapted to accommodate children with a range of SENs. The school has access to extensive resources, and If necessary, we can call on additional services to support our work with the children.

Access to extra-curricular activities

The school offers a wide range of extra-curricular activities, both during and after school. Children on the SEN register are actively encouraged to attend clubs which enable them to learn new skills and to develop confidence. We are pleased at the number of children who have at least tried to participate in extra-curricular activities.

Strategic management

Below is a list of people in the school who are particularly concerned with the organisation of SEN in the school. They can all be contacted via the school office:

Name of SEN governor: Rev John Cox

Name of SENCO: Ms Osborne

Name of Principal: Mr C Haley

The way in which we identify and work with our SEN children is clearly explained in our SEN policy.  

The school forms part of Suffolk’s local offer which can be accessed at  https://www.access-unlimited.co.uk/

Profile of SEN 2016-2017

During the academic year 2016-2017 we had 27 children on our Special Educational Needs (SEN) register which was around 6.5 % of our school population. Nationally, around 15% children are currently identified with SEN (source- SEN analysis: A summary of data sources updated May 2016).  In our school, 5 children have Education, Health and Care Plans (EHCPs) or statements and drafts are being produced at County level for a further 4 children. We had 9 children with a diagnosis of Autistic Spectrum Disorder who were supported by the County Inclusive support team. The support given ranges from fortnightly consultations for a child with an EHCP to targeted support around areas such transition. Each child’s support is arranged in consultation with the SENCO. The types of special need our children have, listed under the broad categories of SEN as defined in the 2014 Code of Practice, include:

  • Communication and interaction: autism, speech and language difficulties
  • Cognition and learning: dyslexia, global delay and moderate learning difficulties
  • Social, emotional and mental health: challenging behaviour linked to social and emotional difficulties, attachment difficulties
  • Physical & Sensory: visual processing difficulties; auditory processing difficulties

Outside agencies

Outside agencies the school works with include the local health authority: educational psychologists, county inclusive resource (autism outreach services), specialist county SEN team, Speech and Language Therapists, occupational therapists, and the school nursing service as well as a play therapist.

The school is a member of the Mildenhall SEN hub, a collaboration of 8 local primary schools working together to support children with SEN. We benefit from networking, networking meetings and the support of the Hub coordinator.


All of the staff received training for working with children with dyslexia and creating a dyslexia friendly learning environment. In addition, staff received training on person-centred planning, lego-therapy, de-escalation and the new SEND reforms.   We have also widened our speech and language expertise and put in place a range of nurture support resources and activities (inluding art therapy, talking and drawing).


St Mary’s school receives funding from the DfE, some of which is intended to support children with SEND. For children who have particularly high levels of need and support, we apply for top-up funding (High Tariff Needs Funding) from Suffolk.  Funding is detailed in our regular Pupil Premium reports available on the website.

SEN Policy

For a fuller understanding of how

·         we identify children with SEN

·         we adapt the curriculum

·         we work with you to support your child

please refer to our SEN policy.