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Glenthorne Community Primary School

Special Educational Needs

“At Glenthorne, everyone tries to help you. We work together when we can and we can use resources to help us.” Pupil


Glenthorne Primary School places great importance on meeting the needs of ALL children and young people in our school.

Glenthorne Primary School provides an inclusive, broad and balanced curriculum for all children including those with special educational needs. Some children will require additional help and support to access the curriculum and fully participate in learning. This may be either throughout or at a particular time during their school life.



At Glenthorne Primary School we aim to meet the individual needs of all children at our school. We will set suitable learning challenges for different groups of pupils and respond to pupils adverse needs. We will overcome potential barriers to learning through making reasonable adjustments, to allow all children to access the curriculum, whatever their needs.

Where necessary, we seek to access support from outside agencies and professionals to support our children’s ongoing needs. This may be support for an individual or group of children and may require visits or sessions with a range of professionals.

Professional development amongst teachers, learning support assistants and other relevant school staff will be ongoing in order to ensure they have the required skills and understanding to meet the needs of those with special educational needs. This will enable them to raise the standards of achievement of all children.

Partnership with parents plays a key role in enabling children with special educational needs to achieve their full potential. The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them.

Children with special educational needs will be encouraged to participate in the decision making process and contribute to the assessment of their needs, the review and transition process. Whatever a child’s special educational needs, their views will be sought to make sure we are supporting the whole child and not just their academic ability.

A range of interventions will be put in place to support the differing needs in our school. This will include interventions to support specific skills as well as social and emotional needs. Whatever the needs of the child, we endeavour to do our upmost to support them and help them make progress and achieve their hopes and dreams.


Our Aims

  • To identify all children who may have additional needs including social, emotional, and behavioural needs or concerns, as early as possible in their school development.
  • To ensure that all children are given appropriate support to allow a full access and entitlement to the whole school curriculum, by providing reasonable adjustments to the curriculum that are appropriate to the individual needs and ability.
  • To ensure that children with Special Educational Needs are fully integrated within the everyday school environment through individual support.
  • That children, parents, teaching and non-teaching staff and governors all work together in order to develop a partnership of support for children with special educational needs.
  • All school staff fully support the principle of inclusion.



Implementation:  What support is on offer at Glenthorne?


SEN Toolkit

Every classroom in our school has a SEN toolkit which contains a range of resources to support children with any additional needs. Resources to support concentration, adjustments such as easy grip pencils and rulers, reading rulers and coloured overlays are all available for the children to access independently.

For those children who require additional scaffolds or supports to make learning easier, these are provided individually.

Sensory packs are available for those children with sensory needs containing resources such as ear defenders, fidget toys, theraputty and activity cards for sensory breaks.


“We have resources to help us in the classroom like bookmarks in our books. These tell us what we are working on and have examples of what this looks like.” Pupil



The Haven

The Haven is our new sensory room designed to support children with social, emotional and sensory needs. This includes a space to relax, share worries or anxieties, stimulate sensory needs and develop social skills.

Interventions such as sensory circuits, social emotional groups and Lego therapy will be held in here.

Specific Interventions

At Glenthorne we offer a range of interventions including;

  • Toe by Toe
  • Drawing and Talking
  • Lego Therapy
  • Nessy Reading and Spelling
  • Sensory circuits
  • Fine motor and gross motor skills programmes
  • Catch up phonics

As well as interventions for those children struggling with reading, writing and maths.

For those children with language difficulties, interventions are used to improve their understanding of language including receptive vocabulary and vocabulary groups. Through assessments in school and referrals to the Speech and Language Service, interventions are put in place to help those who are struggling with their speech.

Depending on your child’s needs, intervention will be provided alongside reasonable adjustments in the classroom. Assessments will be completed to assess the progress a child has made, when taking part in a specific intervention.


Provision Mapping and Learning Programmes

We have two levels of support in place here at Glenthorne.

If a child is being closely monitored, they will be added to the provision map. This will identify what targets the children are working on and how they will be supported in meeting these targets, whether through additional intervention or reasonable adjustments.

If a child requires more support, possibly accessing support from an outside agency or more frequent support in school, they will be placed on the SEN register and will be given a learning programme. These targets may reference advice from other agencies or strategies they are using linked to specific intervention.

Interventions and reasonable adjustments made in the classroom will be closely linked to their targets to provide them with the best access to the curriculum.

Your child’s targets will be shared with you using the online platform EduKey.

Information will be shared with you beforehand to allow you to view your child’s targets, using this platform.


“When I’m struggling, I ask for help and then once I know what I am doing, I can help people. We wear learning leader sashes to show we can support others but it’s not the sash that counts, it’s the helping people.” Pupil



We believe that, for children, understanding the next steps in their learning is very important.


In a pupil voice (2019-2020), 100% of children could explain what they needed to do and suggest tools they could use to achieve their targets.


We believe staff training is very important in supporting our staff with managing the diverse needs of today’s children.


As a result of a staff survey in 2019-2020, training was delivered on sensory needs, reasonable adjustments and resources shared on HI, VI, ADHD, Autism and Attachment.


We believe that whatever the child’s needs, it is important to help them reach their full potential.


83% of children made progress from their starting point in Grammar, 81% in Reading and 81% in maths. (Autumn to Spring 2019-2020).


If you are concerned about your child’s progress or needs, there are a number of websites you can access to support you.

SEND Action Plan: Supporting Special Educational Needs through COVID 19


If you would like to speak to someone about your child’s progress, please first contact your child’s class teacher, as they will be able to offer strategies to support you.

Other useful contacts are:

SENDCo: Miss Samantha Langston

Parent Support Worker: Mrs Vicki Bates

Mental Health Lead: Miss Abbey Evitt.

Please contact the school office to make an appointment.

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