St Peter's Church of England Aided School provides support for students with special educational needs across four areas: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory and/or physical needs. Students are identified for SEN support through information from previous schools, test results, teacher feedback, and referrals. Provision includes quality first teaching, extra adult support, reduced class sizes, personalised interventions and adapted resources. Progress is reviewed regularly including through annual reviews and parents meetings. The school works with outside agencies and secures funding to meet student needs.

1. St Peter’s Church of England
Aided School
January 2019
SEN
Information
Report

2. SEN Information Report 1-5
1. The kinds of special educational needs for which provision is made at the school.
2. Information, in relation to mainstream schools and maintained nursery schools, about the school’s
policies for the identification and assessment of pupils with special educational needs.
3. Information about the school’s policies for making provision for pupils with special educational
needs whether or not pupils have EHC Plans, including—
(a) how the school evaluates the effectiveness of its provision for such pupils;
(b) the school’s arrangements for assessing and reviewing the progress of pupils with special
educational needs;
(c) the school’s approach to teaching pupils with special educational needs;
(d) how the school adapts the curriculum and learning environment for pupils with special educational
needs;
(e) additional support for learning that is available to pupils with special educational needs;
(f) how the school enables pupils with special educational needs to engage in the activities of the
school (including physical activities) together with children who do not have special educational needs;
and
(g) support that is available for improving the social, emotional and mental health and
development of pupils with special educational needs.
4. In relation to mainstream schools and maintained nursery schools, the name and contact details of
the SEN co-ordinator.
5. Information about the expertise and training of staff in relation to children and young people with
special educational needs and about how specialist expertise will be secured.

3. 1
The kinds of Special Educational
Needs that are provided for at
Peter’s C of E Aided School
The SEN Department provides support for students across the 4 areas of
need as laid out in the SEN Code of Practice 2014 :
• Communication and interaction
• Cognition and learning
• Social, emotional and mental health difficulties
• Sensory and/or physical needs
2
Information about the school’s
Policies for identification and
assessment of students
with SEN
Students are identified as having SEND, and their needs assessed,
through :
• information passed on from primary schools or previous schools;
• KS2 results, baseline testing and progress data;
• feedback from teaching staff and observations;
• referrals from parents, students and staff
3c
The school’s approach to
teaching students with SEN
Provision for SEND students includes :
• quality first teaching, with appropriate differentiation in place;
• extra adult support in classrooms where appropriate;
• reduced class sizes where appropriate;
• personalised provision through time limited programmes;
• personalised provision through adapted resources and interventions.

4. 3a
Evaluating the effectiveness of
the provision made for
with SEND
• Provisions are costed and mapped and their impact is evaluated at
least termly. Adaptations to provision is made in light of these
findings.
• Progress and evaluation is reported to the Governor with
responsibility for SEND.
• The Annual report to the Governing Body and SEND Information
Report are posted on the school web site.
3b
Arrangements for assessing &
reviewing students’ progress
towards outcomes, including
opportunities available to work
with parents & students as part
of this assessment and review
• These arrangements include :
• the graduated approach: Assess Plan Do Review
• data tracking for pupil progress
• Annual Reviews and ECHP transfer reviews;
• Key Workers assigned to support individual students who regularly
communicate with parents and carers.
• observations and follow up
• Parents meetings.
3d
How adaptations are made to
the curriculum and the learning
environment
of pupils with SEN
The curriculum /learning environment may be adapted by :
• groupings that target specific levels of progress;
• differentiated resources and teaching styles;
• appropriate choices of texts and topics to suit the learner;
• access arrangements for tests and or examinations;
• additional adult support
• Use of ICT to support learning – eg laptops or ipads

5. 3g
Support that is available for
improving the social emotional
and mental health of pupils
special educational needs,
Students are well supported by :
 An anti-bullying policy that is supported by specialist trained
members of staff
 Opportunities to express their own ideas and become involved in
the school community, through the Student Union and its associated
groups and bodies.
 A social emotional and mental health support team that provides
programmes such as nurture groups, THRIVE, Connect Club,
Friendship Club, therapeutic horticulture and self esteem building
opportunities
 Key Workers assigned to support individual students, who regularly
communicate with parents and carers.
 Targeted support for individual pupils.

6. 4
In relation to Mainstream Schools
and Maintained Nursery Schools,
the name and contact details of
SEN Co-ordinator and the name
and contact details of SEN
Governor
• Mr Andrew Hubbard : Assistant Headteacher & SEN Coordinator
• Mrs Debbie Boulton: Assistant SEN Coordinator
• Dr Kathryn Hough : SEN Governor
• Mrs Tracey Oram: SEN Administrator
Contact : 01392 204764 or email school@spexe.org

7. 5
Information about the expertise
and training of staff in relation to
children and young people with
SEN, including how specialist
expertise will be secured.
• Mr Andrew Hubbard has qualified as a SENCO by completing
the Pg Cert SENCO Award with Plymouth University
• Mrs Julia Berryman is trained to deliver the Grow@KS3 Literacy
catch-up course
• Mrs Debbie Boulton, Mrs Becky Wickenden, Mrs Rebecca Jones,
Mrs Giorgia Smith, Mrs Sophie Burnham Mrs Julie Walker are
qualified Higher Level Teaching Assistants (HLTAs)
• Mrs Debbie Boulton is qualified as a Specialist Assessor for JCQ
Exam Access Arrangements
• Mrs Sophie Burnham is qualified in British Sign Language to Level
2 and Miss Eden Furzer is qualified in BSL to Level 1
• Miss Meri Florides and Miss Kelly McDiarmid are qualified to
deliver Speech Language & Communication interventions
• Mrs Becky Wickenden is trained to deliver THRIVE-type
intervention programmes
• The HLTAs are all trained to deliver Cognitive Behaviour Therapy
• Most of the SEND team have undergone training for Attachment
Based Mentoring
• Specialist expertise engaged from Babcock and Devon County
Council includes: Educational Psychology service; EAL support;
Autism Team, Hearing and Visually Impaired Team; CAMHS;
Communication and Interaction Team; VI and HI Advisory
Teachers

8. SEN Information Report 6-8
6. Information about how equipment and facilities to support children and young people with
special educational needs will be secured.
7. The arrangements for consulting parents of children with special educational needs about, and
involving such parents in, the education of their child.
8. The arrangements for consulting young people with special educational needs about, and
involving them in, their education.

9. 6
Information about how
equipment and facilities to
support children and young
people with special
needs will be secured.
• Working in cooperation with the Devon County Council 0-25 Team
to secure appropriate funding to support individual students through
EHCPs.
• Funding sourced from school funds and local charities such as Devon
Education Fund, St John’s Hospital Foundation and Exeter Episcopal
Schools Trust
• Utilising the support and assistance of local volunteers and voluntary
organisations.
7
The arrangements for
parents of children with special
educational needs about, and
involving such parents in, the
education of their child.
• Key Workers assigned to support individual students, who regularly
communicate with parents and carers.
• Teachers, Intervention Support Officers, Teaching Assistants and
Administrative staff may communicate with home via telephone, text,
letter or email, or may arrange to meet parents.
• Parents Evenings
• Parent events such as Coffee Mornings
8
The arrangements for
consulting young people with
special educational needs
and involving them in, their
education.
• Opportunities for students to express their own ideas and become
involved in the school community, through Student View and its
associated groups and bodies.
• Student views are gathered at Annual Review and Transfer Review
meetings
• Personal Interviews
• One to One sessions with Key Workers

10. SEN Information Report 9-10
9. Any arrangements made by the governing body or the proprietor relating to the treatment of
complaints from parents of pupils with special educational needs concerning the provision made at
the school.
10. How the governing body involves other bodies, including health and social services bodies,
local authority support services and voluntary organisations, in meeting the needs of pupils with
special educational needs and in supporting the families of such pupils.

11. 9
Any arrangements made by
the governing body or the
proprietor relating to the
treatment of complaints
parents of pupils with special
educational needs
the provision made at the
school.
• If you wish to make a complaint please follow the normal complaints
procedure.
• Contact the school: 01392 204764 or email: school@spexe.org
10
How the governing body
involves other bodies,
including health and social
services bodies, local
support services and
voluntary organisations, in
meeting the needs of pupils
with special educational
and in supporting the
of such pupils.
• The school works in cooperation with a wide range of other
organisations to meet the needs of students with SEN and to support
their families, including:
• Babcock and Devon County Council agencies: 0-25 SEN Team;
Educational Psychology service; EAL support; Autism Team, Hearing
and Visually Impaired Team;
• Children and Adolescent Mental Health Services
• Devon County Council Social Services
• Youth Offending Team; YISP;

12. SEN Information Report 11-13
11. The contact details of support services for the parents of pupils with special educational
needs, including those for arrangements made in accordance with section 32.
12. The school’s arrangements for supporting pupils with special educational needs in a transfer
between phases of education or in preparation for adulthood and independent living.
13. Information on where the local authority’s local offer is published.

13. 11
The contact details of support
services for the parents of
pupils with special
needs, including those for
arrangements made in
accordance with section 32.
Early Help : is the name given to the way services work together, in a
coordinated way, to support the child, young person and their family.
Phone - 0345 155 1071
or
http://www.devonsafeguardingchildren.org/workers-volunteers/early-
help/
Devon Local Offer : contains details of the range of services which
support students with SEND needs and contact details for them.
https://new.devon.gov.uk/educationandfamilies/special-educational-
needs-and-disability-send-local-offer
Devon Information, Advice and Support Service for SEND (DIAS) :
https://www.devonias.org.uk/
Devon County Council SEN 0-25 Team :
Email: specialeducation0-25-mailbox@devon.gov.uk
or write to: SEN 0-25 Team, Room L102, County Hall, Topsham Road,
Exeter EX2 4QD
or phone: 01392 383000 and say “nought to twenty-five team”

14. 12
The school’s arrangements
supporting pupils with special
educational needs in a
between phases of education
or in preparation for
and independent living.
• Comprehensive programme of transition from primary feeder
schools, including visits by SENCO to collect information, additional
visits by students to St Peter’s, parental visits and coffee mornings, Y7
Welcome Day and Parents Evening.
• Transition to post-16 providers involves transfer meetings to
exchange information and additional student visits.
• St Peter’s staff attend EHCP transfer reviews in Y5
13
Information on where the
authority’s Local Offer is
published.
 For details on the Devon Local Offer please visit:
https://new.devon.gov.uk/educationandfamilies/special-educational-
needs-and-disability-send-local-offer