St. Lawrence Primary School
National Teaching School
St. Lawrence Primary
Respect, Independence, Caring, Teamwork, Reach for the stars

All Children are Special: Provision at St Lawrence


Please click here to read our SEN Information Report


How does the school 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?

We have a very detailed monitoring and assessment programme that ensures we identify pupils’ talents, areas of achievement and areas of difficulty. This programme operates on a daily basis but is formalised at each half-term. Teachers and support staff liaise regularly with the SENCo so that any concerns are raised early, observations and any additional assessments are carried out and appropriate interventions and strategies can be put in place. The success of these interventions and strategies are closely monitored and adapted as appropriate. Concerns with regard to special educational needs can be discussed with the SENCo and Class Teachers.

How will the school staff support my child/young person?

As a result of our detailed assessment and monitoring programme, Class Teachers and support staff work with the SENCo to plan interventions and appropriate support. This is monitored regularly and overseen by the SENCo and Senior Leadership Team. Parents are kept closely informed about these interventions and are invited to meet regularly to review their child’s progress.

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

St Lawrence is a mainstream setting that meets the needs of ALL children, including those with special educational needs or disabilities. Our school vision, ‘Enjoying and achieving through creativity and challenge’, is applied to all children and we aim to ensure that all children leave St Lawrence with everything they need for lifelong learning and fulfilment. St Lawrence has high expectations of all pupils. Opportunities are inclusive of all. Work is differentiated and there is no ceiling ever placed on an individual’s expectation of achievement. Appropriate targets are set for all children and reasonable adjustments are made to ensure that all children can succeed and make good progress, with an emphasis on independent learning.

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?

The school maintains close relationships with all parents. Concerns with regard to special educational needs can be discussed with the SENCo. Parents are kept closely informed of their child’s progress through regular meetings with the SENCo and Class Teacher. The teachers are readily available to meet parents each Tuesday after school and on any particular day when occasion demands.

The school has a Family-School Link Worker who provides support to parents with parenting issues. We involve parents in meetings with other professionals and work to ensure good communication between parents, school and other agencies working with the child.

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

We have an agreed behaviour policy in place that all staff and children adhere to. All parents are given a copy of the policy and are encouraged to support the school and work in partnership. Children who require extra support for behaviour and pastoral needs are able to work with our Learning Mentor and parents can be supported with any home issues by our Family-School Link Worker. The SENCo works with Class Teachers, support staff and parents to agree any additional strategies needed to ensure children’s emotional wellbeing. Individual and group social and friendship skills support programmes are put in place as necessary.

The school works closely with outside professionals to support and advise parents with behaviour and attendance issues. Children’s views are regularly sought and acted upon.

Medicines are controlled by trained members of the school office staff. All Teaching Assistants are first-aid trained. Any additional medical training can be provided by the School Nurse.

What specialist services and expertise are available at or accessed by the school?

St Lawrence has formed excellent relationships with outside professionals. We have access to a range of agencies to support children and their families. We maintain regular contact with our Educational Psychologist, Speech and Language Therapist and School Nurse. Where appropriate, we can also call upon the support and advice from the Inclusion Support Team and a range of health services. We attend and co-ordinate multi-disciplinary meetings and we work hard to ensure good communication between all involved. St Lawrence is part of the Woodlands Mead Special Educational Needs Hub which means that we have access to a range of specialist advice and resources as required.

What training is provided for the staff supporting children and young people with SEND?

Members of staff are well experienced at supporting a wide range of individual needs and attend externally provided training as well as regular in-school training. The school holds the Dyslexia Friendly Award and the Autism Aware Award. Teaching Assistants take part in professional development days termly to ensure that they are kept up to date on issues relating to the support of all pupils. Teaching Assistants have recently attended training on Social Stories, supporting children with Autistic Spectrum Condition and Attachment. The SENCo, Family-School Link Worker and Learning Mentor meet regularly with the locality to access further training and share expertise. Outside professionals can provide further advice and support regarding more specific needs as appropriate.

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

All children are encouraged and supported to take part in activities outside the classroom and we provide a wide variety of opportunities for them to do so. Extra adult support can be put in place if necessary and we meet with parents if there are any specific concerns or extra planning and adjustments that need to take place to enable the child to attend. Children who require extra preparation for the visit can be supported with the use of visual prompts and social stories as appropriate.

How accessible is the school?

The school building has been adapted over the years to be accessible to meet most pupils’ needs. There is a lift and an accessible toilet available for children if required. The Governing Body would seek to make further adaptations if practical to do so. We try hard to communicate with parents whose first language is not English and we have access to a translation service if required.

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

St Lawrence has good relations with local secondary schools. The SENCo and Class Teachers meet with secondary school staff to ensure a smooth transition and all information is passed on. Individual child files are handed over and discussed with the new school. Where appropriate, parents are invited to attend transition meetings. Professionals from the new school are invited to attend multi-agency meetings before the transition takes place. Children are given the opportunity to take part in a personalised transition programme if needed. This may include creation of a transition book and extra visits. We liaise regularly with the local pre-schools to ensure a smooth transition for children transferring here.

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

The school’s budget is always educationally driven and money is allocated to ensure that the school meets the needs of all pupils. The Head Teacher has the delegated responsibility to control the budget that is agreed annually at a special meeting of the full Governing Body. The Governing Body has a Finance and Audit Committee that monitors the budget during each term of the school year.

Decisions on the allocation of resources are made by the Head Teacher after detailed consultations with Senior Leadership Team, SENCo and Finance Committee.

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

The SENCo works closely with the Class Teachers, support staff, parents and any outside agencies involved with the child to decide the most appropriate support for the child. This is kept under regular review and adapted as necessary. Assessments and tracking are used to evaluate the success of the support. We value advice from outside agencies and ensure that this is acted upon. Targets are set in conjunction with parents and children and reviewed regularly. These are kept in the front of Learning at Home books so that parents, children and all staff are able to keep them under review and ensure that we are all working together effectively.

How are parents involved in the school? How can I be involved?

Parents are actively encouraged to be part of the school and in their child’s education. This can take many forms including helping in class and through the support of the PTA as well as attendance at open mornings and curriculum evenings. There are ‘tea party’ meetings at the beginning of each academic year and consultation evenings during the term. Curriculum leaflets are given to all parents.

Who can I contact for further information?

The first point of call is the Class Teacher.

The SENCo, Mrs Burholt, can offer advice and support for special educational needs. Phase Leaders can help with more difficult issues. The Head Teacher, Mr Dyer, and Deputy Head Teacher, Miss Dickason, are available to help with matters that parents would rather discuss with them. All can be contacted via the School Office. Parents can also contact the Parent Partnership Service for further advice regarding special educational needs and the West Sussex Local Offer website.


A copy of the full SEN policy can be downloaded here.


Please click here to see our inclusion policy (including access plan).