School Information Report
Introduction
At Pendragon Community Primary School we are committed to providing high quality care and education to all our pupils. We believe that all pupils, including those identified as having special educational needs or a disability (SEND), are entitled to a curriculum that is accessible to them. In accordance with this commitment we aim to:
- give children with SEND full access to a broad, balanced and relevant curriculum;
- ensure that all professionals involved with children with SEND work together in the best interests of the child;
- work in close partnership with parents;
- take into account the views of children with SEND and involve them in planning their education;
- ensure that children with SEND are identified early and monitored closely;
- when appropriate, liaise and collaborate with outside professionals.
Statistics:
As of April 2026, 24% of the children attending Pendragon Community Primary School have been identified as having special educational needs or disabilities. This is above the national average.
This statistic is broken down in the following way:
Children who receive school support - 21% (national average is 14%)
Children who have an Education, Health and Care Plan (EHCP) - 3% (national average is 4%)
How does the school know if my child needs extra help?
- We recognise that early recognition and intervention is vital.
- Inform parents at the earliest opportunity of concerns, and to discuss strategies for support both at school and at home.
- Undertake assessments throughout the school year to monitor progress.
- Hold termly data meetings with the Head Teacher, Deputy Head Teacher and SENDCo to review progress.
How will the school support my child?
- Deliver Quality First Teaching in every classroom.
- Ensure that teachers and teaching assistants work as a team around the child.
- Provide support, additional to class teaching, in small groups by a trained teacher or teaching assistant when appropriate and necessary.
- Provide 1:1 support when appropriate and necessary.
- Set targets for specific areas of need and review these on a termly or half termly basis using the graduated approach, formailsed through the APDR process. (Assess, Plan, Do, Review)
- Refer a child, with parents' consent, to external agencies for specific support and guidance and work with outside agencies to impliment advice and strategies where necessary.
How does the school monitor the effectiveness of the provision provided?
- Keep records of the additional support provided.
- Measure the progress against specific targets for each child on a termly basis through the graduated approach in the APDR documentation.
- Have regular meetings with parents to discuss progress and discuss future support.
- Share SEND information with the governors on a termly basis.
- Share SEND information with OFSTED during an inspection.
How will we support your child's learning outside the classroom?
- No child will be excluded from an activity when a reasonable adjustment can be made to enable their inclusion.
- Risks assessments will be undertaken for children with specific needs.
- Planning for school trips will consider needs for medical needs, moving, toileting and changing.
- One to one support will be available to children who require supervision to remain safe or need support to move around an unfamiliar environment.
How are the school's resources allocated to support children with Special Educational Needs?
Each classroom is equipped with a range of resources to support learning. If a child needs additional resources, the school will:
- Wherever possible, make specific resources available to the child.
- Where the main resource needed is adult support, the school will endeavour to fund that support.
- Ensure that teachers and teaching assistants have regular training, specific to children with SEND.
What training do staff at Pendragon Community Primary School have to support children with SEND?
All teachers and teaching assistants have regular training to address the needs of all children. Specific training includes:
- Awareness training in neurodivergent conditions; autism, autism in girls, ADHD, PDA
- Specific training on EEBSA; Environmental and Emotional Based School Avoidance
- Staff trained to deliver a reange of interventions for reading, writing and maths
- Staff trained to deliver speech and language targets and interventions
- Dyslexia awareness training
- Attachment and Trauma training
- Training in how to provide adaptations for children with SEND
- Training in Makaton (sign language)
In addition we have:
- Two ELSA Emotional literacy support assitants to support children's wellbeing in school
- We are a partner school with Blue Smile, a local charity who provide art therapy in school for children who are experincing significant wellbeing https://www.bluesmile.org.uk/
- First Aid trained members of staff
- Staff trained in paediatric First Aid
- Diabetes training for some members of staff
- Epi-Pen training for staff
- Child protection training
What should parents do if they think their child has Special Educational Needs?
- In the first instance, raise your concerns with the class teacher
- Arrange a follow up meeting to review any advice and strategies that have been put in place after the initial meeting
- Make an appointment to speak to the SENDCo
A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special education provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England... Health care provision or social care provision which educates or trains a child or young person is to be treated as special educational provision.
(SEN Code of Practice 2015)
How does Pendragon Community Primary School provide Accessibility?
- Wheelchair access throughout.
- Disabled toilets.
- Disabled parking spaces.