How We Meet Our Children’s Needs
Stratford-upon-Avon Primary School is committed to being a fully inclusive school where every child is recognised as an individual with unique strengths, needs and aspirations. In line with current national expectations, we prioritise early identification, inclusive practice, and high-quality teaching to ensure that all pupils achieve positive outcomes across the curriculum, including their personal, social, emotional and academic development.
Our approach reflects a strong commitment to equity and belonging. We recognise the additional barriers that may be faced by disadvantaged pupils, including those who also have SEND, and ensure that provision is carefully considered to address both need and disadvantage. All children—regardless of gender, ethnicity, social background, disadvantage, religion, physical ability or additional needs—are supported to thrive within a mainstream setting wherever possible.
We recognise that high-quality teaching is the first and most important step in supporting all learners. Class teachers are central to this, using adaptive teaching strategies, responsive planning and ongoing assessment to meet the needs of all pupils. They provide structured support through carefully planned lessons, appropriate adaptations, and a clear focus on progress and outcomes. Particular attention is given to pupils who are both disadvantaged and have SEND, ensuring that provision is not duplicated but is complementary and impactful.
The SENDCo works closely with teaching staff to ensure that provision is evidence-informed, targeted and regularly reviewed.Support is delivered through a graduated approach, in line with national guidance, where strategies are assessed, planned, implemented and reviewed to ensure impact. Progress for vulnerable groups, including disadvantaged pupils, is closely monitored to ensure gaps are identified and addressed swiftly.
Some pupils may require additional support within one or more of the following areas:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical Needs
Partnership with parents and carers is a key element of our approach, and we actively seek the voice of the child when appropriate. Regular meetings (at least termly) are held with families to identify barriers to learning, review progress and agree next steps. Individual Education Plans (IEPs) are used to outline targeted provision and are reviewed regularly to ensure they remain relevant and effective.
Where additional expertise is required, we work in collaboration with a range of external professionals to ensure that support is joined-up and outcomes-focused. Stratford-upon-Avon Primary School engages with services including:
- Educational Psychologists (EP)
- Speech and Language Therapy (SALT)
- Early Intervention Service (EIS)
- Family Information Service (FIS)
- Child and Adolescent Mental Health Services (CAMHS)
- Counselling Services (Time for Hope)
- School Nursing Team
- Parenting Project
- Occupational Therapy and Physiotherapy
- SEND Support Team
- Inclusion Specialist Teacher Service
These partnerships strengthen our ability to meet a wide range of needs and reflect the multi-agency approach outlined in current national reforms. For pupils with more complex needs, provision may require additional resourcing. In such cases, the school may apply for additional funding to ensure appropriate support is in place. Pupils with significant or long-term needs are supported in line with their Education, Health and Care Plan (EHCP) or equivalent statutory provision.
Our overall aim is to ensure that every child—including those who are disadvantaged and/or have SEND—receives the right support, at the right time, and that provision leads to meaningful progress, improved outcomes and successful preparation for the next stage of education.
For children with complex SEND, the frequency of such provision may lead to the school applying for additional funding to support the child. Children with more pronounced needs receive support in accordance with their Statement of Additional Learning Needs or their Education, Health, and Care Plan. Further information about the EHCP process can be found below.
We are a PINs Project School!
Partnership for Inclusion of Neurodiversity in Schools (PINS)
The Partnership for Inclusion of Neurodiversity in Schools (PINS) is a national programme running from April 2024 to March 2025 aiming to support the education and health needs of neurodiverse children in schools through partnership approach working with local authorities and parent carer forums.
The Partnership for Inclusion of Neurodiversity Project (PINS) has been developed around the key principles of:
- Whole School Approach
- Good quality training for staff
- Parents Supporting Parents groups
- Understanding students experience of schools
Partnerships for Inclusion of Neurodiversity in Schools (PINS) will bring health and education specialists and expert parent carers into mainstream primary settings to:
- help shape whole school SEND provision
- provide early interventions at a school level
- upskill school staff
- support strengthening of partnerships between schools and parent carers
The Partnerships for Inclusion of Neurodiversity in Schools project is testing a new model for supporting good outcomes in mainstream schools for Neurodiverse students and strength parent carer and school partnerships. The project will focus on strengthening knowledge, skills and improving environments to better meet the needs of neurodiverse children.
We understand that transitions—whether moving up to secondary school or progressing to the next year group—are significant milestones for both children and their families. To support you during this period, we are pleased to inform you of a valuable resource:
Free Online Course: 'Moving Up to Secondary School for Children with Additional Needs'
This course is designed for all parents, grandparents, and carers of children with additional needs who are transitioning into secondary school. It offers insights and strategies to help navigate this important change. In Our Place
Access Details:
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Course Link: https://inourplace.heiapply.com/online-learning/course/128
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Access Code: BEAR
We encourage you to take advantage of this free course to better support your child's transition.
Family Support Worker Now Available at Stratford Primary School!
We are pleased to announce that a Family Support Worker from The Parenting Project will be based at Stratford Primary School every Thursday, from 9:00 am to 3:30 pm. This is a fantastic opportunity for parents who may need support or guidance on various aspects of family life.
If you’re interested in accessing this valuable service, please book an appointment with Nicky Brooks-Halling at nikki@parentingproject.org.uk.
For more information about the range of services offered by The Parenting Project, please visit their website: The Parenting Project.
What support is available to parents and carers?
What can we help with?
• Wellbeing – loneliness, isolation, low mood
• Self-esteem and confidence
• Parenting
• Illness and disability
• Understanding and managing your child’s mental health and emotional wellbeing
• School refusal
• Family relationships and dynamics
• Transitions and changes
We are developing groups to support those who are feeling isolated and alone, including:
• Baby massage
• Friendship groups
• Parenting support programmes
• Therapeutic arts and crafts
We hope this service will be a helpful resource for our school community, and we encourage you to reach out if you would like to learn more!
Dyslexia:
Neurodivergence:
PDA:
Dyscalculia:
