Inclusion and SEND
Inclusion Manager and SENDCo- Mrs K Nguyen and Ms A Ramon
Contact: Send@limpsfield.surrey.sch.uk
Limpsfield is an inclusive school and we are committed to providing high quality education for all our pupils. In accordance with the SEND Code of Practice, we aim to identify early those children who have Special Educational Needs and Disability (SEND), in order to plan and implement effective support to help them make good progress.
Each child in the school is unique and teachers plan their lessons to cater for all the abilities and needs within the classroom. The Special Educational Needs Co-ordinator and specialists from other agencies also provide support for the children.
We are proud of the high level of success we have in enabling children to overcome challenges, make progress and achieve their personal targets. Progress is seen in their academic achievements and also in their development of life skills, confidence and independence.
We work closely with parents of all children based on trust, understanding and open communication.
Our provision map explains the range of ways in which we support every child to learn and fulfil their potential, this is shown in Wave 1. Wave 2 and 3 explain the increasing level of support for children with additional needs.
SEND FAQ'S
What does SEND mean?
SEND stands for Special Educational Needs and Disabilities. It refers to children who need additional support due to learning difficulties or disabilities that affect their ability to learn and thrive in school.
There are four broad areas of need as outlined in the SEND Code of Practice:
- Communication and Interaction – including speech, language and communication needs (SLCN) and conditions such as autism.
- Cognition and Learning – including moderate, severe or profound learning difficulties, and specific learning difficulties like dyslexia or dyscalculia.
- Social, Emotional and Mental Health (SEMH) – including anxiety, depression, or behavioural challenges.
- Sensory and/or Physical Needs – including visual or hearing impairments, or physical disabilities.
What is Inclusion at Limpsfield C.E. Infant School?
Inclusion means ensuring every child feels welcomed, valued, and supported. At Limpsfield, we are committed to creating a nurturing environment where all children can thrive, regardless of their individual needs.
We follow the Ordinarily Available Provision (OAP) guidance, which outlines the strategies and reasonable adjustments that all Surrey schools are expected to provide for children with additional needs. This includes differentiated teaching, visual supports, sensory breaks, and more.
🔗 Read more about Surrey’s Ordinarily Available Provision
Who is responsible for supporting my child’s difficulties with learning/SEND?
- The Class Teacher is responsible for:
- o Providing ‘Quality First Teaching’ for all pupils.
- o Being the first and main point of contact for parents.
- o Monitoring your child’s progress and identifying, planning, facilitating, and reviewing any additional support.
- o Liaising with the SENDCo when sufficient progress is not being made.
- o Writing a one-page profile or learning plan, reviewed with parents three times a year.
- o Implementing strategies from the Ordinarily Available Provision.
- The SENDCo is responsible for:
- o Contributing to the strategic leadership of the school.
- o Supporting the Lead DSL in safeguarding matters.
- o Maintaining the SEND register and records of progress.
- o Coordinating and reviewing provision for pupils on the SEND register.
- o Developing and reviewing the SEND policy.
- o Keeping parents informed and reviewing the effectiveness of support.
- o Liaising with external professionals (e.g. Speech and Language Therapy, Educational Psychology, CAMHS).
- o Supporting teachers and TAs to ensure effective SEND provision.
- o Planning for transitions between key stages and schools.
- The Headteacher is responsible for:
- o The day-to-day management of all aspects of the school, including SEND provision.
- o Ensuring qualified staff are in place, including a SENDCo with the National Award for SEND Coordination.
- The SEND Governor is responsible for:
- o Supporting the school to evaluate and develop the quality and impact of SEND provision, acting as a ‘critical friend’.
How are children identified as having SEND?
“All teachers are teachers of children with special educational needs.” – SEND Code of Practice, 2015
Teachers monitor children’s progress and identify barriers to learning in collaboration with the SENDCo. Tools used include:
- Teacher observations and assessments
- Performance against National Curriculum objectives
- Standardised screening and diagnostic tools
- Reports or observations shared at Team Around the Child (TAC) meetings
- Records from feeder schools
- Information from parents
- National curriculum results
- Well-being scales (e.g. Boxall)
- Behaviour logs to identify triggers
All evidence is discussed in pupil progress meetings, where concerns can be raised with the Headteacher and SENDCo.
What support is available for children with SEND?
We use a three-wave model of support:
- Wave 1: Universal Support
High-quality teaching and inclusive strategies from the Ordinarily Available Provision are used in all classrooms. - Wave 2: SEN Support
Targeted interventions, small group or 1:1 support, and access to external services. Children at this level have a Learning Plan reviewed termly. - Wave 3: EHCP Support
For children with more complex needs, an Education, Health and Care Plan (EHCP) may be requested.
🔗 Learn more about EHCPs in Surrey
How are parents involved in SEND provision?
We value strong partnerships with families. Parents are involved in planning and reviewing support, attending regular meetings, and contributing to their child’s Individual Support Plan.
Who should I contact if I have concerns about my child’s learning or development?
Your first point of contact is your child’s class teacher. You can also reach out to our SENDCo, who coordinates SEND provision across the school, at send@limpsfield.surrey.sch.uk
Does the school have a SEND policy?
Yes. Our SEND policy outlines how we identify and support children with SEND. You can view it below the FAQ Section or request a copy from the school office.
What is an EHCP and how is it obtained?
An Education, Health and Care Plan (EHCP) is a legal document for children with significant and complex needs. It is requested through Surrey County Council and involves a detailed assessment process. The school can support families through this.
How does the school support transitions for children with SEND?
We offer enhanced transition support, including:
- Additional visits to new classrooms
- Social stories
- Meetings with new teachers
- Liaison with receiving schools for Year 2 leavers
How does the school promote inclusion in everyday activities?
All children are encouraged to participate in lessons, trips, clubs, and events. We make reasonable adjustments to ensure accessibility and engagement for every child.
SEND Policy
Additional Documents