The intent of Special Educational Needs and Disability (SEND) provision at Broomwood Primary School is that;

All pupils with Special educational Needs and Disabilities experience success; that they achieve well and develop as individuals and members of the community. 

In essence, we intend that by applying our SEND policy, all of pupils regardless of their Special Educational Needs or Disabilities will know more, remember more and can do more as a result of the as a result of the high-quality teaching and specialised provision they receive.

The heart of our SEND provision is defined by the school’s five core values, ensuring every child feels the impact of our vision in their daily learning:

• Welcoming: We create sensory-friendly, neuro-affirming environments where all pupils feel at home.
• Nurturing: We provide "secure bases" that prioritise emotional safety and wellbeing.
• Commitment: We are relentless in identifying and removing barriers to progress by adapting to individual needs at the earliest opportunity.
• Respect: We place the highest value on the child’s voice and the strength of parental partnerships.
• Togetherness: We operate as one unified school family, supporting each other every step of the way.

Our Core Aims 

Through the application of our SEND Policy, we wish to:

• Think positively – the whole school community believing that all pupils, including those with SEND, are capable, can achieve, and be successful.
• Reduce barriers – taking practical steps to adapt to pupil needs so our environment, facilities, curriculum, and practices are accessible to all.
• Work in partnership – giving children the opportunity to voice their wishes and drawing upon the unique expertise of parents and carers.
• Assess accurately – tracking progress regularly and adjusting provision in light of ongoing monitoring.
• Be creative – thinking outside the box to come up with solutions to meet pupil needs.
• Be adaptive – responding to the individual needs of all children.
• Be effective – targeting additional support using a judicious blend of in-class support and intervention.
• Be reflective – monitoring provision to ensure equality of opportunity and value for money.

Our intent is to provide a broad and balanced curriculum that is accessible to all, where children have a wide variety of experiences and opportunities. That wherever possible, pupils will have the right support to be able to ‘keep up’ with their peers. However, we recognise that some pupils may fall below and in some cases, well below the expected level in some areas of the curriculum. Their progress may also be slower than expected. These children may benefit from Special Educational Needs Provision.  This does not mean that we lower our expectations, but rather that we aim to understand pupil needs and respond to these by providing suitable, but challenging learning experiences.

Our intention is that all students who are able to benefit from mainstream education and choose Broomwood Primary School are enabled to do so. That all students, regardless of circumstance, will have access to the entire breadth of curriculum. We believe that it is best for pupils to learn in their classrooms, alongside their peers, with their class teachers. All of our teachers are teachers of SEN; we expect that pupil needs are taken into consideration in all lessons and in aspects of the school day. We aim that our policies, classrooms and general school environment are as inclusive as possible. We provide equipment, apparatus and scaffolding to support pupils learn well. In some cases we may need to provide highly adapted or individualised learning opportunities in order to reduce the barriers to learning our pupils face. We recognise that for some children, particularly those with the most complex needs what we understand as progress, may be very individualised and may be assessed and monitored through different methods than most pupils.

We recognise that for some children, reasonable adjustments in class and high quality adaptations may not be enough to help them build the necessary skills and keep up with their peers. Some children may need additional adult support within the classroom, or it is important for them to learn and develop skills which would not usually be taught within their classroom lessons. At Broomwood we aim to target additional support using a judicious blend of in-class support and withdrawal or intervention classes. Pupils with SEND will often need to access intervention both internally and externally, appropriate to their needs, whether short or long-term. This support may be in class, to assist them in gaining full access to the curriculum, or by withdrawal for periods of time to receive targeted support in order to address specific challenges to learning. Interventions aim to support children to learn and recall substantive knowledge within core subjects such as key Maths facts or phonic sounds, as well as support children develop the disciplinary knowledge or skills needed to be successful within subjects.

Support for learning and provision provided, aids pupils within all areas of the SEN code of practice. Pupils will access reasonable adjustments and targeted intervention within the areas of Cognition and Learning, Speech, Language and Communication, Social and Emotional and Mental health, Physical and Sensory if required.

It is important that if we are making the decision to withdraw a child for intervention, that this needs to be of high quality and have a positive impact. We have systems in place to monitor and assess the effectiveness of interventions and what impact they are having.

In order to support pupils with SEND, we must first have a clear understanding of their needs. It is important that we understand all elements of the pupils strengths and needs; to do this, we need to have information from parents and carers, including the pupils developmental history, information from other agencies involved with the family as well as speaking to the pupils themselves. Only then are we able to provide a clear analysis of pupils needs. Our aim is that our SEND paperwork- One Page Profiles and Learning Plans are used by staff to understand how best to support the child, for example what equipment or adaptions are needed for each pupil to access learning. That One Page Profiles include the right information so that pupils can learn best throughout each curriculum area, as well as help teaching staff to understand when and how to adapt teaching methods, or what is appropriate for the pupil to be learning at a particular time.

Context

We recognise that at Broomwood, we have a high percentage of pupils on the SEN register receiving SEN support, this is higher than national. We have a higher number of pupils who have complex needs and have EHCPs or are undergoing the assessment process. These pupils will often need multiagency support; at Broomwood we pay for additional support from services such a Speech and Language Therapy and Educational Psychology services and have string links with other agencies such as CAMHS and Trafford Teams Together who may be able to sign post families to services to support .

Our largest area of need Special Educational Need is Speech, Language and Communication, followed by Social, Emotional and Mental Health. Many of our children start in our Early Years Classes with Speech and Communication skills well below the expected level. As a result, our curriculum in EYFS reflects this. There is a big emphasis on supporting pupils speech and communication skills in the Early Years; Wellcomm is part of ordinarily available provision within our Early Year Classes, all pupils in EYFS are assessed termly with  assessments and provided with interventions and activities linked to these assessments. Some pupils access NELI intervention, which is an intensive speech and language program to support children of Reception age. The development of vocabulary is key within our teaching of writing throughout the school.

Those pupils who need more specialist support are referred to the Speech and Language Therapy service for specialist assessment and follow an individualised speech and language program if required.

Our next area of Special educational Needs at Broomwood is Social, Emotional and Mental Health (SEMH) We have a higher percentage than National of pupils who receive Pupil Premium funding or are receiving support from social care services.  We recognise the impact of childhood trauma and other adverse childhood or community experiences can have on a child’s wellbeing and their ability to be ready to learn. For this reason that mental health and wellbeing are a priority in our school, and as such, we have created a mental health and wellbeing curriculum. We recognise that some pupils may  need special educational provision made to support their social, emotional and mental health needs within school.

For those children who need additional or different support in this area we have a number of specially trained staff members who support pupils in groups or 1:1 if needed including

• A teaching assistant trained in ELSA who supports the emotional development of children in our Early Years
• A teaching assistant to provides therapeutic Forest School interventions with pupils across the school
• A part time teacher who supports children with therapeutic yoga sessions as well as provides targeted intervention to support wellbeing and mental health in school.

Identifying pupils with SEND

Class teachers make regular observations and assessments of learning and development of all pupils from their admission to school. Teachers and school leaders continually check and monitor children’s attainment and progress in order to identify any difficulties pupils may be having at the earliest opportunity. If children finding school particularly difficult we work hard to ensure that difficulties are identified and addressed as early as possible. Academic levels and test results provide a snapshot of development and progress of pupils with SEND and therefore are not the only way in which to monitor progress. We prefer to use a range of information to evaluate progress of pupils a whole. Social, emotional and mental health is monitored on a termly basis using Leuven Scales and Speech and Language development is monitored termly in EYFS using Wellcomm assessments.

We understand that medical needs, childhood trauma, unmet attachment needs and other adverse life experiences have an impact on a child’s development. We take the time to build relationships with our families, particularly our most vulnerable so that we can understand their stories and provide the right support at the right time. Significant childhood experiences or behaviours which may indicate a pupil has an unmet need are recorded on CPOMS, and this information is used to support or graduated response to the Social, Emotional and Mental Health needs of pupils in school.

We work hard to ensure that difficulties are identified and addressed as early as possible. At any point within the child’s school career – from 2 years to 11 years – parents or a class teacher may raise a concern, this may include progress in areas other than attainment, for example, social, emotional, speech or communication needs; we may consider whether a pupil should be added to the SEN register. However, slow progress and low attainment will not automatically mean a pupil is recorded as having SEND. We consider potential short-term factors impacting performance or behaviour, such as bereavement or bullying; however, we aim to intervene in a timely way. Pupils may be placed on a monitoring list and offering support at an early stage without being formally identified as having SEN.  

Where there are concerns regarding a pupil’s development, teachers are asked to complete an 'Initial SEN Concern' document which is informed by the Trafford Graduated Response documents. It is important that we gain a full picture of a child’s development in the context of both home and school before making a judgement about whether a pupil has SEND. Where a pupil may display indicators of having emerging SEND, a meeting between the school SENCO, Jessica Cunliffe and parents and carers.

We also have a number of specialist assessment tools which help us get a clearer picture of where a pupils skills are in comparison to their peers, or if they may be demonstrating signs of a specific learning difficulty or neurodiversity these include;

• Wellcomm Assessment – Speech and Language
• Dyslexia screener
• Visual stress screener
• Strengths and difficulties questionnaire
• Dynamo Maths Assessment
• Salford Sentence Reading Test (SSRT)
• Single Word Reading Test (SWST)
• Read Write Inc and Fresh Start Assessment
• SNAP questionnaire

When deciding whether special educational provision is required, we will start with the desired outcomes, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

Where it is agreed that a pupil would benefit from some additional or different provision being made within school, the child will be added to the SEN register at SEN Support level. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning.  Notes of these early discussions will be added to the pupil’s record. A One Page Profile will be written in order to detail how best to support the pupil in school.  Information known about pupils with SEND is held in a secure, central place which is accessible for the staff in school who support the pupils.

The SEND register is reviewed on a termly basis. Pupils move on and off the register according to presenting need, progress being made and whether additional provision continues to be needed. This will be made in liaison with the class teacher and parents and carers.

Classrooms and school environment

We have the firm belief that ‘every teacher is a teacher of SEND’. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have, or may have SEND. Class teachers are responsible and accountable for the progress and development of all pupils in their class, including where pupils access support from teaching assistants or specialist staff.  We have clear policies and procedures in place to ensure that all children receive first quality classroom teaching.

We expect that consideration of SEND crosses all curriculum areas and all aspects of learning and school life. We aim to make our school environment as barrier free as possible; the physical school environment is monitored regularly to ensure that resources and classroom layouts are supportive of pupils with SEND at Broomwood Primary School. Our teaching methods within foundation subjects do not always rely on reading and writing skills and pupils are supported to demonstrate their learning in a multisensory way, therefore reducing barriers which may be presented for a child for example a specific learning difficulty such as dyslexia.

At Broomwood, we are committed to meeting needs through a tiered, needs-led model to ensure that every child receives the right support at the right time. To maintain the highest standards, we have developed our 'Graduated Approach to Inclusion in the Classroom' document, which is rooted in current educational research and closely aligned with the Greater Manchester Ordinarily Available Provision (OAIP) standards. We do not wait for a formal diagnosis to provide support; instead, we respond dynamically to each child's profile as it emerges, ensuring that intervention is timely and effective. 

We fulfill our intent through a needs-led, tiered model of support. 

Tier 1: Ordinarily Available Inclusive Provision (OAIP) 

"What every child receives, every day, in every classroom."

Tier 1 is the universal foundation of our school. We believe inclusive practice should be woven into the fabric of our daily routines.

Our Tier 1 provision is built upon a research-based framework for an inclusive and trauma-informed learning environment. This approach moves away from traditional, high-stimulus classrooms toward a "low-arousal" model that prioritises emotional safety, cognitive clarity, and physical regulation for all students.

Objectives: What Tier 1 Achieves

The primary goal of Tier 1 is to proactively remove barriers to learning. By creating a predictable, calm, and supportive atmosphere, we shift the focus from "managing behaviour" to "supporting regulation." This ensures that every child—particularly those with neuro-diverse needs or sensory sensitivities—feels safe enough to engage and learn.

The 4 Core Pillars of Tier 1 

• Sensory & Cognitive Load Reduction Minimising visual clutter and noise to help pupils focus on learning rather than processing their environment.
• Predictability as Safety Using clear routines, visual timetables, and structured transitions to reduce anxiety and build trust.
• Relational Regulation (The PACE Approach) Utilising Playfulness, Acceptance, Curiosity, and Empathy to foster secure adult-child connections.
• Scaffolding for Success Providing universal tools, such as word mats or checklists, so every child can access the curriculum independently.

Tier 2: Targeted Adaptions& Interventions 

"Additional help within the classroom or school environment."

For pupils requiring support beyond the universal offer, Tier 2 provides a more focused layer of assistance. We implement timely, evidence-based cycles of Assess, Plan, Do, Review to ensure that support is matched to the child’s evolving needs.

Objectives: What Tier 2 Objectives Achieves 

The goal of Tier 2 is to bridge specific gaps in learning or development. By providing personalised adaptions or targeted interventions, we aim to build a child's independence and emotional literacy, ensuring they can successfully navigate the school day while remaining fully integrated with their peers.

The 5 Core Pillars of Tier 2 Strategy

• Targeted Academic Adaptation Reducing cognitive load through adapted workloads.
• Enhanced Environment & Sensory Tools Supporting regulation through use of sensory aids
• Personalised Routine & Structure Moving beyond universal timetables to individual methods such as Now and Next boards or adapted timetables.
•  Social & Emotional Scaffolding Providing small-group or 1:1 pastoral support and intervention.to help children label and manage complex emotions.

Tier 3 :Specialist & Individualised Support 

"Highly personalised provision for complex needs."

Tier 3 is our most intensive level of support, designed for pupils who require a bespoke approach beyond standard adaptations. We collaborate closely with external specialists to create a learning environment tailored to the child’s unique profile.

Objectives: What Tier 3 Achieves 

The goal is to ensure safety, access, and progress for children with complex needs through high-level personalisation. We focus on stabilising emotional regulation and meeting specific developmental milestones guided by clinical expertise.

The 4 Core Pillars of Tier 3 Strategy

• Multi-Agency Collaboration Integrating expert advice from specialist services such as Educational Psychologists, Speech and Language Therapists and Occupational Therapists into the pupil’s provision
• Individualised Environments Providing individual adaptions to pupils learning environment to minimise sensory overwhelm and maximize focus.
• Bespoke Pathways & 1:1 Support Delivering a highly adapted curriculum often supported by dedicated interventions.
• Personalised Safety Plans Co-producing Inclusion or Healthcare Plans to ensure a consistent, dignified response to complex medical or behavioural needs.

 

The Assess, Plan, Do Review Process

To ensure pupils are making meaningful progress, we employ a robust monitoring system that looks beyond just academic attainment. We may track social-emotional development, and where appropriate, specific targets set out in learning plans. This ongoing oversight allows us to celebrate successes and quickly identify if a child needs further support.

Monitoring is not a one-time event; it is a continuous cycle known as the Assess, Plan, Do, Review (ADPR) process. This framework ensures that support remains dynamic and evolves alongside a child’s needs.

 

Assess

Where a child has been identified as having SEND, we will make an assessment to find out what strengths and difficulties they have and record what strategies and support they need within school.

This will draw on:

• The teacher’s assessment and experience of the pupil
• Their previous progress and attainment and behaviour
• Other teachers’ assessments, where relevant
• Diagnostic screeners
• Standardised assessments of particular skill; for example single word or sentence reading
• The individual’s development in comparison to their peers and national data
• Impact of interventions
• The views and experience of parents
• The pupil’s own views
• Advice from external support services, if relevant
• What strategies and adjustments pupils are receiving and have received over time.

Once pupil needs have been identified, teachers plan how these needs can be met within school.

Plan

Our Approach to Support 

We believe that every child needs a deep sense of relational belonging to truly thrive. For children with additional needs, feeling safe, seen, and understood is the foundation of all learning.

An individualised Approach

While we recognise that common strategies can assist those with specific needs, we treat every child as an individual. Adjustments and interventions are provided on a case-by-case basis and are never dependent on a formal diagnosis.

We hold the firm belief that "every teacher is a teacher of SEND." At Broomwood, high-quality teaching, adapted for individual pupils, is the essential first step in responding to all students.

One Page profiles: the Foundation 

To make this happen, we begin with a One Page Profile. A child’s views and feelings are a vital part of ensuring the plan reflects what matters to them. We use the One Page Profiles to outline the necessary adaptions and classroom strategies—including specific recommendations from outside agencies where available—to ensure pupils are supported and included every day.

Learning Plans: For Complex Needs

For children with more complex needs who are working toward several specific outcomes or accessing different interventions, their teacher will create a detailed Learning Plan (with support from the SENDCO if necessary). These plans focus on:

• Long-term Outcomes: Developed using assessments from both the school and involved outside agencies to ensure we have a full understanding of pupils' strengths and requirements.
• Termly Targets: Small, manageable steps—such as specific phonic sounds—based on careful, ongoing assessments.
• Targeted Support: A clear outline of the specific interventions and extra help we provide to help pupils meet their outcomes.
• Expert Advice: Integrating insights from specialists to ensure our teaching approach is as effective as possible.

Do

We will put our plan into practice. One Page Profiles are held centrally and are shared with staff who work with the pupils.

The class teacher, with the support of the SENCO, will be responsible for implementing strategies within One Page Profiles and learning plans on a daily basis, and making sure the support we put in place is having the impact we intended.

 

Review

At Broomwood, we assess the effectiveness of our SEN support on a termly basis. This continual process ensures that both One-Page Profiles and Learning Plans remain accurate reflections of each pupil’s evolving needs.

To monitor progress, we utilise a range of evidence, including classroom observations, teacher assessments, and standardised test data. By reviewing progress against specific targets at the end of each term, we determine the next steps in the child's journey:

• Refinement: If the review shows that a pupil requires ongoing support, the cycle continues. We revisit and refine our strategies, targets, and provisions to ensure they remain effective.
• Meeting Outcomes: If a pupil makes significant progress and no longer requires specialised SEN support to access the curriculum, they will be monitored through our standard tracking systems rather than a formal Learning Plan.

9.4 Levels of support

School-based SEN provision

Pupils receiving SEN provision will be placed on the school’s SEND register. These pupils have needs that can be met by the school through the graduated approach. The provision for these pupils is funded through the school’s notional SEND budget. 

Where the pupil’s needs cannot be adequately met with in-house expertise, staff will consider involving an external specialist as soon as possible.

On some occasions, where pupils have severe and complex difficulties, and after a period of assessment it may become clear that they need a very high level of support to access education long term through an Education and Health Care Plan (EHCP). Where this seems to be the case, the SENCO may decide together with families that an application for Statutory Assessment to the Local Authority is appropriate. An education, health and care (EHC) plan is a legal document that describes the needs of the pupil, the provision that will be put in place, and the outcomes sought. The provision for these pupils will be funded from the school’s notional SEND budget, and potentially from the LA (from the high-level needs funding block of the dedicated schools grant).

Specialist On -Site provisions 

At Broomwood Primary School, we are proud to offer two internal specialist provisions designed to support children who require a more bespoke environment than a standard mainstream classroom can provide.

The Nurture Centre 

The Nurture Centre is a small, specialist class with an adapted curriculum specifically focused on communication. It is designed for children with complex social communication needs who have an Education, Health and Care Plan (EHCP).

• Focus: Developing functional communication, social interaction, and life skills within a highly structured, low-arousal environment.
• Curriculum: The curriculum is highly individualised, focusing on the specific outcomes outlined in each child's EHCP.
• Admissions: Placements in The Nurture Centre are managed directly by the Trafford EHCP Team in consultation with the school.
• Review: Progress is monitored through the Statutory Annual Review process and termly Learning Plan updates.

Relational Belonging & The Hub 

At Broomwood Primary School, pupil health and wellbeing are an absolute priority. We believe that for a child to learn, they must first feel psychologically safe. Our strategy for Relational Belonging ensures that we create a culture where every child feels they have a secure place in our community. We don't just "manage" behaviour; we seek to understand the communication behind it and ensure every child feels they belong.

A cornerstone of this strategy is The Hub. This is a dedicated, trauma-informed environment specifically designed for Key Stage 2 pupils who find the demands of a full-time mainstream classroom overwhelming.

• Trauma-Informed Care: The Hub provides a sanctuary for children experiencing complex SEMH needs including those responding to childhood trauma. By offering a smaller, more predictable setting, we reduce the "threat response" and help children remain in a state where they are regulated and ready to learn.
• Flexible Access: We recognise that some children cannot manage the sensory or social pressures of the classroom all day. The Hub offers a flexible space where outcomes—whether outlined in an EHCP or identified through school assessment—can be met in a way that respects the child’s current emotional capacity.
• Part of a Graduated Approach: It is important to note that access to The Hub is part of our Graduated Approach. Typically, a child will have already received high-quality teaching, classroom adaptations, and targeted SEN support (such as LEGO therapy, social stories, or Zones of Regulation) within their mainstream class before a placement in The Hub is considered. We move to this level of provision only when it becomes clear that "universal" and "targeted" school-based supports are not yet enough to help a child feel successful and safe.
• A Bridge to the Classroom: While The Hub provides a specialised environment, its purpose is to foster a sense of belonging within the wider school. Our goal is to use the safety of this space to build the resilience and regulation skills necessary for pupils to successfully re-integrate or maintain meaningful engagement with their peers in the mainstream setting.

An Adapted & Enhanced Curriculum Children in The Hub access a bespoke curriculum. While we maintain high academic expectations, we "enhance" the timetable with heavy emphasis on Social and Emotional Learning. This is delivered through specific, evidence-based frameworks:

• Zones of Regulation: We use this to help children identify their "zone" (emotional state). The aim is for pupils to understand their own emotions and triggers, and to build a "toolbox" of personal strategies to manage these effectively.
• ‘Motional’ Activities: These sessions are specifically designed to support social understanding. We focus on building healthy relationships, understanding social cues, and developing empathy and cooperation skills.
• WellComm: To ensure communication is not a barrier to belonging, we use the WellComm toolkit. This allows us to identify specific language needs and provide targeted support to improve a child’s ability to understand others and express themselves clearly.

Termly Reviews We recognise that a child's needs and regulation levels can change over time. Therefore, placements within The Hub are not fixed; they are reviewed every term as part of our Graduated Approach. During this review, the SENCO, Hub staff, and parents will look at the child’s progress toward their specific targets to decide if the current level of support is still appropriate or if a phased re-integration into the mainstream classroom is the next step.

Evaluating the effectiveness of SEN provision

We assess the effectiveness of our support on a termly basis to determine how well it helps pupils make progress. This is a continual process that involves:

• Reviewing Learning Plans: At the end of each term, we assess progress against targets. If appropriate, new targets, provisions, or specific interventions are planned.
• Updating One Page Profiles: Ensuring the pupil's voice and personal strategies are kept current.
• Analysing Data: We use teacher assessments and test data to monitor the effectiveness of all interventions.
• Holding annual reviews for pupils with EHC plans

If a review shows significant progress, a pupil may no longer require additional SEN provision. For others, the cycle continues, and the school’s targets, strategies, and provisions are revisited and refined.

Working in partnership

The school recognises parents and carers as the child’s first educators. Broomwood is committed to working in partnership with parents, children and other members of the school community, as well as outside agencies. Parents and carers know their children best and have a vital knowledge and unique insight into how their child learns.  We believe that good two-way communication between home and school is essential.  It is important that we share views about a child’s needs and what the school is doing to address these.  Parents are invited to contribute to One Page Profiles on an annual basis. Formal SEND reviews are held at least annually, but may happen more frequently as required. During these reviews, information is shared about the child’s presenting needs, progress they have made and a discussion about whether the current provision is effective.

The school is also keen to support with strategies which may help at home; we sign post families to support within the community for families of children with SEND for example Chatty Café, Calm Connection or Starting Strong Course. Where there are more complex or multiple needs, a family may be referred for Trafford Teams Together for multiagency support.

Sometimes it may not be clear about why a child is finding aspects of school or learning difficult. Parents, carers and the school team may agree that further advice should be sought and may ask for further assessment or advice from other services.

The School funds regular input from:

• Speech Therapist
• Outreach Services from Specialist Schools
• An Educational Psychologist
• A Psychotherapist
• Occupational Therapy
• Trafford ADHD pathway
• Trafford Social Communication Pathway
• CAMHS

Assessments and recommendations from these specialist assessments form part of pupil learning plans and One Page Profiles.

• Our pupils with SEND children are happy, safe and attend school well. 
•  The barriers our pupils have, are reduced by our school environment, curriculum delivery and interventions.
• Pupils with SEND have access to the full curriculum in a way that is meaningful and accessible to them.
• Pupils make progress- this might be measured with academic levels, with standardised scores or towards their outcomes. 
• We work in partnership with other agencies to meet the needs of most complex pupil's.
•  Parents attend SEN reviews well.