The Olympus Academy Trust is committed to delivering an outstanding education for young people, ensuring that our students have access to the highest standards of teaching, resources and learning opportunities.

We work in close partnership with our schools, ensuring that we facilitate the sharing of best practice and provide access to a wide range of partners and resources for the benefit of our students and the wider community. Visit our website here or follow us on Twitter @olympustrust.

Charborough Road Primary School

Charborough Road Primary School

Special Educational Need or Disability

We are committed to meeting the needs of pupils with Special Educational Needs. Our staff are passionate in ensuring that all pupils, regardless of their specific needs, make the best possible progress at our school.

Provision is carefully planned and implemented for any pupil requiring additional learning or behavioural support, using our dedicated Special Educational Needs or Disability Co-ordinator, For many, this involves a short burst of targeted support, while for others the process is a longer one and which we are wholly committed to.

In all cases our aim is to provide the very best education for pupils, allowing all children to fully achieve their potential.

Please click here for the school's SEND report for families 2017/2018, which includes information on provision, process and outcomes for pupils. SEND Report 18-19

Click on the question/s below to reveal the answer/s. The answers have been created through discussions with staff, governors, pupils and the school's parent inclusion group.

Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?

I talk to my teacher if I need help’ (Yr 4) child

  •  Class Teachers
  • Miss Snary – Head of Resource Base and SENDCo (Special Educational Needs and Disability Coordinator)
  • Mrs Barney - Family Link

What are the different types of support available for children with SEND in our school?

  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
  • There may be a Teaching Assistant (TA) working with your child, either individually or as part of a group, if this is seen as necessary by the class teacher. The purpose and regularity of these sessions will be explained to parents when the support starts.
  • Miss Snary (SENDCo and Head of Resource Base) oversees all support, and tracks the progress of any child requiring additional support across the school in both the mainstream classes and the Resource Base.
  • Mrs Barney (Family Link) provide nurture and emotional support to our pupils and also supports families and can signpost to other relevant support services/agencies in the area.

How can I let the school know I am concerned about my child’s progress in school?

  • Talk to us!
  • Request a face to face meeting.
  • Telephone.
  • Email staff.
  • Write a note in the home-school communication books.
  • We aim to build positive relationships with parents. We are open and honest with you and hope that you will do the same with us.

How will the school let me know if they have any concerns about my child’s learning in school?

  • Initially the class teacher will ask to meet with you to discuss your child’s learning face-to-face.
  • If appropriate the SENDCo or Family Link may attend the meeting in order to look at what provision is needed to support your child to make progress and to set relevant targets, or refer to other support agencies such as speech and language therapy.

The school work hard to ensure that we are given any information…and keep us informed regularly if there are any issues with behaviour or learning’ (Parent). 

 How is extra support allocated to children?

  • As a school we measure children’s progress in learning against Age Related Expectations and the Early Years curriculum. The class teacher assesses each child continually, and notes areas where they are improving, and where further support is needed.
  • Children who are not making expected progress are picked up through regular discussions and Pupil Progress Meetings with the class teacher, SENCO and Senior Leadership Team. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
  • If your child is on the SEND register, they may have a pupil passport. This details their strengths and areas for development and are written in collaboration with the child and we encourage parent input. There will be targets set for your child which will be discussed at least 3 times a year, normally this will occur during parent evenings.
  • If your child has complex SEND, a Statement of SEND or Education, Health and Care plan (EHCP), an annual formal meeting will take place to discuss your child’s progress.

 We, as parents, feel the staff at Charborough Road provide our child the best support they can offer’ (Parent)

Who are the other people providing services to children with SEND in this school?


School provision

Teaching Assistants

Specialist Teaching Assistants, i.e. for speech and language, ‘Sandtray’ therapeutic play.

Family Support Worker (also our Attendance Officer)

Breakfast club

School clubs

Local Authority Provision

Educational Psychology Service

Sensory Service for children with visual or hearing needs

Behaviour Support Team

Inclusion Support Team

Parent Partnership Service


Health Provision


Speech and Language Therapy

School Nurse

Community Paediatrician

Occupational Therapy



 The resource base staff help children with extra needs’ (Yr 5 child)

How are the teachers in school helped to work with children with SEND and what training do they have?

  • The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND.
  • This includes whole school training on SEND issues such as Autism Spectrum Disorder (ASD), Speech and Language difficulties and supporting pupils with hearing impairment.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. For example, nurture group training, SandTray Therapeutic play, Makaton, Team Teach (positive handling and behaviour management strategies) and training on running specific intervention programmes to support reading, phonics and numeracy.

Our work is set at different levels so we can all do the right level of challenge’ (Yr 5 child)

How will the teaching be adapted for my child with SEND?

  • 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. This means that often, in a lesson, there will be different levels of work set for the class; however on occasions this will also be differentiated individually.
  • Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • To support children with the routines in school all classes will use visual timetables.

My teacher tells me what I can use, like talk tins and phonic mats (Owls Class child)

If I am struggling then my teacher gives me extra resources to help me (Yr 6 child). 

What Emotional and Social Development support can you offer my child?

  • We are an inclusive school; we welcome and celebrate diversity. All staff believe that self-esteem is crucial to a child’s well-being. We have a caring, understanding staff team looking after our children.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class; therefore this is always a parent’s first point of contact. If further support is required, the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.
  • The school also has a Family Link Worker, Mrs Barney, who works with children, parents and families during the school day.
  • There are several members of staff trained in specific interventions and support programmes such as nurture and Sand Tray therapeutic play.
  • In the Resource Base children often have a range of complex needs including behaviour, social and emotional difficulties. The Resource Base takes a holistic approach and aims to address all areas of a child’s development with the support from the relevant outside agencies.

You could talk to school council if you’re worried  (Owls Class child)

We have peer mentors in the playground who can help us  (Yr 2 child)

I go to Mrs Barney (Yr 6 child)

What support is available for Behaviour and Attendance?

  • As a school we have a very positive approach to all types of behaviour, with a clear policy and reward system that is followed by all staff and pupils.

We have colours for behaviour, you have to stay on green  (Year 1 child)

All children begin the day on green.

Children have received 2 or more warnings.

Behaviour persists and the child will receive 10 minutes time out.

Behaviour persists and child will be moved to partner class for 10 minutes.

Behaviour persists and the Deputy Head or Head Teacher will become involved.

  • If a child has behavioural difficulties a Behaviour Support Plan may be drawn up to identify the specific issues, relevant support put in place, and targets set for improvement. The school may buy in support and advice from the local authority Behaviour Support Team.
  • After any behaviour incident we expect the child to reflect on their behaviour with an adult; we call this a ‘debrief’. This helps to identify why the incident happened, and what the child needs to do differently next time to change and improve their behaviour.
  • Staff are trained in ‘Team Teach’ in order to support children with challenging physical behaviour and to ensure their safety and the safety of others.
  • Attendance of every child is monitored by the Head teacher and Family Support Worker. Lateness and absence are recorded, monitored and followed up. Good attendance is encouraged and rewarded throughout the school, both for classes and individuals.

 If you try really hard you go on the superstar! (Rabbit Class child)

If our class has the best attendance we get Alfie Bear in merit assembly  (Owls Class child).

What support do we have for you as a parent of a child with a SEND?

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Homework will be adjusted as needed to your child’s individual needs.
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.
  • The school has an Inclusion Group which will meet three times a year to look at inclusion throughout the school. It consists of the SENDCo, Family Link, Governor for SEN and parents.
  • Parent workshops are run throughout the year, for example phonics and maths.

 Communication can at times be sensitive, but the school acts with compassion, realises the challenges and finds solutions. (Parent)

How will we support your child when they are leaving this school, or moving on to another class?

  • We encourage all new children to visit the school prior to starting, when they will meet their buddy (all new Reception children are allocated a ‘buddy’ from the Year 6 class).
  • We liaise closely with pre-school settings, visiting these (wherever possible) before children start school.
  • When pre-school children are identified with SEND, transition meetings are arranged with the pre-school SENCO and key worker.
  • All children with SEND are encouraged to visit Charborough Road on several occasions to assist with a smooth transition. We also aim to visit them in their current school.
  • We write social stories with children if transition is potentially going to be difficult and will create photo books of the new school setting.
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we will arrange additional visits. At our main ‘feeder’ secondary school, Abbeywood, there is a programme specifically tailored to aid transition for pupils with SEND, or the more vulnerable pupils.
  • We liaise closely with staff when receiving and transferring children to different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • For children in the Resource Base an individual transition programme will be created.

We visit the new school and sometimes teachers from the new school will come in to meet us  (Yr 6 child).

Our teacher will tell us what to expect at secondary school and they have summer schools (Yr 5 child). 

We have buddies when we’re in Reception  (Rabbit Class child)

How is Charborough Road School accessible to children with SEND?

  • The school site is wheelchair accessible with two disabled toilets, one of which has a shower, and is large enough to accommodate changing.
  • The school is all on one level with ramps at specified fire exits.
  • The school has wide corridors.
  • There is disabled parking.
  • Braille on classroom door signs.

We have disabled toilets and ramps to help children get in to and around the school   (Yr 4 child)

We don’t have many steps at our school  (Yr 2 child)

 How will my child be supported on school trips?

  • All children are included in all parts of the school curriculum, and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful. Children from the Resource Base will be included in school trips within the mainstream school.
  • A risk assessment is carried out prior to any off-site activity to ensure everyone’s health & safety will not be compromised. On the rare occasion that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

We all go on school trips  (Rabbit class child).

Who can I contact for more information?

  • The first point of contact is your child’s class teacher.
  • You could also arrange to meet Miss Snary, our SENCO, or Mrs Barney, Family Support Worker.
  • In the Resource Base you would contact Miss Snary.
  • Look at the SEN policy on our website:
  • Contact Supportive Parents –
  • Contact IPSEA (Independent Parental Special Education Advice) -

Resource list