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Sharnbrook Primary

We aim to create a school community in which every child matters and thrives. We provide each child with the opportunity for growth – personal, emotional and intellectual. We aim to ensure that every child fulfils their potential and has the opportunity to excel. At Sharnbrook Primary we all work together to create an exciting and stimulating learning adventure for everyone. 

Who to contact

Contact Name
Elaine Wildman (Mrs Wildman works Monday - Thursday)
Contact Position
Special Educational Needs and Disabilities Coordinator

Where to go

Sharnbrook Primary
37 High Street
MK44 1PF
Get directions

Time / Date Details

When is it on

Other Details


Before School Club: 8 – 8.55am After School Club: 3.20-5.30pm contact for latest costings/pricing
Age Bands
11-14 years old
0-4 years old
5-10 years old

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to

  • Listen to any concerns you may have.
  • Ensure you know how to support your child at home
  • Plan any additional support your child may need.
  • Discuss with you any referrals to outside professionals to support your child

If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs Disabilities Co-ordinator (SENDCo) or the Head teacher. The school SEND Governor can also be contacted for support.

How will early years setting/school/college staff support my child/young person?

The types of support available: a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching). For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class. 
  • That all teaching builds on what your child already knows, can do and can understand. 
  • That different ways of teaching are in place, so that your child is fully involved in learning in class.

This may involve things like using more practical learning or using IT. Specific strategies, which may be suggested by the SENDCo, are in place to support your child to learn. Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress. 

Specific group work

Intervention which may be in the classroom or a group room and run by a teacher or a teaching assistant (TA).

b) Specialist groups run by outside agencies, e.g. Speech and Language therapy This means a pupil has been identified by the SENDCo or class teacher as needing some extra specialist support in school from a professional outside the school. This may be from Local Authority services, such as the Behaviour Support Team or Sensory Service (for students with a hearing or visual need) or agencies such as the Education Psychology Service (EPS). You would need to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

c) Specified Individual support; This type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. Your child will also need specialist support in school from a professional outside the school. This may be from Local Authority central services such as the Behaviour Support or Sensory Service (for students with a hearing or visual need) or outside agencies such as the Speech and Language Therapy (SALT) Service. For your child this would mean  The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This legal process sets out the amount of support to be provided for your child.  After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support. After the reports have been submitted, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible. The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child. The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

The SENDCo’s job is to support the class teacher in planning for children with SEND, to work with SEND children and to liaise with external support agencies. The SENDCo will be available to explain this more fully to you. There is a named Governor who meets regularly with the school SENDCo, who then reports back findings to the Governing body. The Governors monitor pupil progress throughout the school and they monitor how the school SEND budget is allocated.

THe SENDco offers appointments for parents and this is an opportunity for parents to discuss our provision.  We talk about the strenght and weaknesses of children and invoivel the child in this discussion as much as we can.  

How will the curriculum be matched to my child's/young person's needs?

Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met. Support staff, under the direction of the class teacher, can adapt planning specifically to support the needs of your child where necessary and prepare additional resources. Specific resources and strategies will be used to support your child individually and in groups. Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

IPP’s are reviewed every half term and new targets agreed with parents, pupils and staff. The SENDCo offers appointments for parents and this is an opportunity for parents to discuss our provision. We talk about the strengths and weaknesses of children and involve the child in this discussion as much as we can. There are parent consultation evenings in the autumn and spring terms and staff prepare an interim report, which shows current level and has next step targets. There is also a written report at the end of the academic year.

What support will there be for my child's/young person's overall well being?

We have a school policy (available on request) for the administration of medicines, which follows local guidelines. Many of our staff are First Aid trained and we all have regular training on administering Epi-Pens and asthma inhalers. One of the administration team oversees, registers and, with the Head teacher monitors attendance. If a child is causing concern then the Head teacher speaks to the parent to find out the cause. We have whole school policies to support behaviour so that everyone is familiar with rewards and sanctions. Children who would benefit from additional pastoral support are offered a place in a nurture group, which helps children to gain confidence, develop resilience and express their feelings. We also use the expertise of the local authority for specific areas such as the emotional wellbeing service.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

School provision: 

  • An additional teacher is responsible for teaching SEND groups/individuals on a part-time basis. 
  • Teaching Assistants often work in a quiet space, with either individual children or small groups. 
  • IT support, in the form of writing, maths, phonics and spelling programmes, is delivered by teaching assistants in small group or individual sessions, according to need. 
  • Staff offering support for children with emotional and social development through nurture programmes
  • Local Authority Provision delivered in school:  Educational Psychology Service, Sensory Service for children with visual or hearing needs, Speech and Language Therapy, CHUMS, Play therapy, Inclysive Downs
What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Training is linked to priorities on the school development plan and also to the needs of individuals. Whole school staff training has recently included dyslexia, working memory, word aware and cognitive development. Key staff have also accessed mental health, team teaching and language courses

How will my child/young person be included in activities outside this classroom including school trips?

Wherever possible we try to involve parents in planning trips as they have so much knowledge about their child and can anticipate their needs. All children are invited to attend trips. All children take part in inter school sport festivals. Sometimes particularly for a sporting event, we are only asked to send a certain number on a team but we try to share out these opportunities. Sometimes we telephone or send a message to parents when we are out on a trip, just to reassure them. Sometimes parents accompany their child on the trip. All children are welcome to attend Before and After School Club. Those who need it are allocated an additional adult.

How accessible is the setting/school/college enviroment?

The school is fully compliant with DDA requirements. The school is on different levels but there is easy access to the main reception via a ramp and double doors. The front desk has a wheel-chair height section and is DDA compliant. There are three disabled toilets. Where there are steps or a ramp there are handrails. Externally there are textured paving slabs for additional safety. Steps are edged in yellow paint to aid visual impairment. We ensure wherever possible that equipment used is accessible to all children regardless of their needs. Before and After-school provision is accessible to all children, including those with SEND. Extra-curricular activities are accessible for children with SEND. All classrooms have carpets and blinds to absorb sound.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We recognize that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is as smooth as possible.

If your child is joining us from another school: 

The SENDCo will visit schools when appropriate. 

If your child would be helped by a book to support them in understand moving on, then one will be made for them.

Your child will be able to visit our school and stay for a taster session, if this is appropriate.

If your child is moving to another school: 

We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENDCo from the new school. 

We will make sure that all records about your child are passed on as soon as possible.

If your child would be helped by a book to support them in understand moving on, then one will be made for them.

When moving classes in school: 

Information will be passed on to the new class teacher in advance through meetings and transition arrangements. 

If it helps, a book will be made to support them in understand moving on. 

Teachers and TA’s will hold joint transfer meetings so that details can be shared fully.

In Year 6:

The SENDCo will discuss the specific needs of your child with the SENDCo of the child’s secondary school. Where appropriate, a transition review meeting to which you will be invited will take place with the SENDCo from the new school.

Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead. Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.

If your child would be helped by a book to support them in understand moving on, then one will be made for them.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Support for children is decided between the school staff who are involved in the day-to-day provision. Parents are always asked their opinion. Following assessments, teachers meet with the Head and SENDCo at a Pupil Progress Meeting. The progress of all children is discussed and we talk about which children would benefit from further support. Often this support is allocating one-to-one support with a trained Teaching Assistant or with our additional teacher. We discuss and agree the programme which would best suit the child, for example a younger child with a speech problem might benefit from a short, daily programme which could be continued at home over the weekend. An older pupil might benefit from 3 longer sessions over the school week. Staff report this back to parents so that you are aware of our actions and can further support your child at home. This joined up approach is essential. Often this type of additional support will last for the half term. We are careful to date work and make notes on the progress made so that we can track the impact. This helps us decide what we need to do next.

How is the decision made about what type and how much support my child/young person will receive?

The class teacher will continually monitor your child’s progress. Their progress will be reviewed formally with the Head teacher and SENDCo every term in reading, writing and numeracy. If your child is in Reception or above, a more sensitive assessment tool can be used, which shows their attainment in more detail by breaking learning down into smaller steps. At the end of Key Stage 1 (end of year 2) and at the end of Key Stage 2 (end of year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and these are the results that are published nationally. Where necessary, children will have an IPP based on targets set by outside agencies specific to their needs. Targets are designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan (next steps) made. The progress of children with an EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education. The SENDCo will also check that your child is making good progress within any individual work and group that they take part in. Regular book scrutinies and lesson observations will be carried out by the SENDCo and other members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.

How are parents involved in the setting/school/college? How can I be involved?

We welcome parents into the school and offer opportunities to help out in class. Sometimes parents are invited into lessons to see how different skills are taught, in order to better support children at home. Parents are able to meet with the SENDCo or send the SENDCo an email on progress checks, whether academic or personal development at any time throughout the year. Parents are invited to SEND parent consultation meetings during the Autumn and the Spring term. Parents and children are invited to be part of review meetings when reviewing and discussing IPP progress and new targets. Parents are always included in annual reviews. We show video clips of the children during annual reviews if they are not able to attend the meetings. Questionnaires are sent out to evaluate our service and to ensure that we grow and adapt our approach and provision with the demands of our pupils and parents.