SEND

Special Educational Needs and Inclusion

St Rumon’s C ot E Infant School, we are committed to providing a nurturing and inclusive environment where every child can thrive.

Our approach to SEND is rooted in early identification, tailored support, and inclusive practice. Here’s what we offer:

Ordinarily Available Inclusive Provision

When considering our OAIP, we use this phrase ' Helpful to all, Harmful to none, Crucial for some'. This is helps us to provide a range of provision that meets a number of needs.

What you will expect to see:

• High-quality teaching that is flexibile. There is an open mindedness and a willingness to adapt and change to meet the needs of pupils, or in response to a changing context, within the school’s systems. No stone is left unturned in finding a way.
• Trusting relationships which are at the heart of everything we do and are the foundation stones upon which everything else is built. Pupils, parents and staff are known, valued, listened to, understood and cared for. People work together, connect with each other and repair when things are tricky.
• Inclusive practice - We intentionally consider the needs of our children in Tavistock and make decisions which promote education for all. Difference and diversity are highly valued and contribute to the richness of our school community. All children are welcomed, have a sense of belonging and achieve in the broadest sense.
• Child-centred - All children participate in a curriculum that is broad, balanced, ambitious and meaningful to them. Their views are listened to, respected and acted on. Children are well prepared for independence and adult life.
• Learning environments that have a natural feel with low lighting. Access to quiet spaces and sensory tools to support emotional regulation and a range of visual aids, prompts, and structured routines.
• Collaboration - There is active, open and supportive collaboration between schools, families and services with needs of the school community always at the heart.
• Curiosity - Our school and services seek to truly understand situations by looking below the surface and asking why? Information is integrated to fully understand the bigger picture and we have a willingness to challenge thoughts and behaviours.
• Responsive - Our schools are needs led. We are attuned to the changing needs of students, families and staff. We truly listen, adapt their practice and act.
• Communication is clear, honest and accessible for all. We have clear systems for sharing information and listening to the views of staff, parent carers and pupils.

Targeted SEND Support

• Early identification of needs through regular monitoring and assessment.
• Bespoke intervention programmes based on diagnostic data.
• Entry and exit data used to measure the impact of interventions.
• Personalised learning plans developed in collaboration with families.
• Access to specialist resources and external professionals as needed.

Whole School Approach

• Termly reviews of pupil progress through a triangulated approach (work scrutiny, pupil voice, teacher feedback).
• Ongoing professional development for staff to ensure inclusive practice.
• Strong collaboration with families and external agencies.
• A shared vision of inclusion across the school community.
• Every teacher is regarded as a teacher of SEND.

We believe that every child deserves the opportunity to succeed, and we are proud of our inclusive ethos that supports all learners to reach their full potential.

SENDCo and Inclusion Team

Our dedicated SENDCo who leads on SEND strategy and provision, is Mr AJ Woodgates.

St Rumon's SEND provision is co-ordinated, monitored and reviewed termly by our Inclusion Team and every leader in the school as we recognise that Every leader is a leader of SEND.

If you need to make an appointment, please complete the form on the link below:

TCSF SEN Triage form

SEN Code of Practice

Our SEND policy is guided by the principles of the SEND Code of Practice (2015), which emphasises:

• Early identification and intervention to support children’s learning and development.
• High-quality teaching that is differentiated and personalised to meet individual needs.
• A graduated approach to SEND support, involving regular review and collaboration with families.
• Inclusive practice, ensuring that all children are valued and supported within our school community.

Understanding the Four Broad Areas of SEND

• Communication and Interaction

  This includes difficulties with speech, language, and communication. Children may struggle to express themselves, understand others, or use language socially.

• Cognition and Learning

  Children may learn at a slower pace than their peers or have difficulty with memory, organisation, or understanding new concepts. This includes specific learning difficulties like dyslexia.

• Social, Emotional and Mental Health (SEMH)

  This area covers a wide range of needs, including anxiety, emotional regulation, or behaviour that affects learning. Children may need support to manage emotions and build positive relationships.

• Sensory and/or Physical Needs

  Some children may have physical disabilities or sensory impairments (such as vision or hearing difficulties) that require specialist support or equipment.

TCSF SEND PolicySEN code of practice

TCSF SEN Information Report 2024 -25

SEND Local Offer

A local offer gives children and young people, aged 0-25, with special educational needs and disabilities (SEND) and their families information to help them find the right help and support in their area.

Its two main purposes are to:

• provide clear, comprehensive and accessible information about the support and opportunities that are available
• make provision more responsive to local needs

Devon’s SEND Local Offer

Devon’s SEND Local Offer brings together information around local education, health and care services, as well as other support available (either locally or nationally) that you may find helpful, in one place. It covers:

• education – support in early years, schools and college, including transport
• health – specialist clinics, support and advice for children and young people with medical needs
• social care – support for personal care and practical assistance, short breaks and personal budgets
• transitions – moving between phases of education and preparing for adulthood
• education, health and care (EHC) plans – the statutory EHCP process explained, including applying for a plan, transfers and reviews
• information, advice and support – where to get impartial and confidential information, advice and support

Further information abouth the local offer can be found here at the Devon Local Offer

Accessibility Plan

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled pupils, under Part 4 of the DDA: 

1. Not to treat disabled pupils less favourably for a reason related to their disability; 
2. To make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
3. To plan to increase access to education for disabled pupils.

This plan sets out the proposals of the Proprietor/Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

1. Increasing the extent to which disabled pupils can participate in the school curriculum;
2. Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services; 
3. Improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled.

   It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Attached is a set of action plans showing how the school will address the priorities identified in the plan. 

TCSF Accessibility plan 2024-25

Additional links and resources for parents

Speech and Language Support for Parents and Carers

DiAS - Devon Information Advice and Support

Raising awareness of Developmental Language Disorder

Speech and language UKADHD foundation

Stop breathe think Mental Health Support