SEND: Our View

At Isle of Ely Primary School, we are proud to be an inclusive community where every child is valued, supported, and encouraged to thrive. We provide a broad and balanced curriculum for all pupils and make adaptations where needed to ensure every learner can access meaningful opportunities.

We work closely with families to identify and support children with special educational needs and/or disabilities (SEND) as early as possible. Our approach is rooted in collaboration, care, and high expectations for all pupils. We celebrate each child’s strengths and support the development of their confidence, independence, and love of learning.

Everyone plays a part

All staff are responsible for supporting pupils with SEND. Class teachers adapt teaching, assess progress regularly, and ensure inclusive practice in the classroom. Our SENDCo, Mrs Christine Mead, oversees the provision and ensures that the right support is in place.

At Isle of Ely, we believe that strong partnerships with families are key to a child’s success.

If you are concerned about your child’s progress or wellbeing:

1. Speak to the class teacher first — they will offer support and may implement initial strategies.
2. If needed, the teacher will consult with Mrs Mead (SENDCo) to discuss next steps.
3. You will be kept informed and involved in planning support.

You can contact her via the school office on 01363 612818 or by emailing admin@isleofelyprimary.org.

If you have any concerns about your child’s learning or development, please speak to their class teacher first. They will work with Mrs Mead to consider the most appropriate next steps.

Please note: the school follows a 5 working day response time, and some staff work part‑time. If you feel there has been a delay in response, please contact admin@isleofelyprimary.org

Areas of Need We Support

We provide support for a wide range of needs, including:

• Communication and Interaction (C&I)
• Cognition and Learning (C&L)
• Social, Emotional and Mental Health (SEMH)
• Sensory and/or Physical Needs

How are pupils with SEND supported through plans and reviews?

At Isle of Ely, we use EduKey, a secure online platform, to manage and review the support in place for pupils with SEND. It allows teachers and leaders to track individual provision, record interventions, and review progress over time, ensuring each child’s needs are carefully monitored and supported.

We use a three-tiered approach to identifying and supporting pupils:

 Monitoring Register

Some children may not yet be on the SEND register but are being closely monitored by staff.

• These pupils may be showing early signs of needing additional support or may be experiencing short-term challenges.
• They are not classed as having SEND, but teachers adapt provision and observe their progress carefully.
• Parents are kept informed, and we will discuss any changes if a child is later identified as having special educational needs.

 SENDK Plans

For pupils on the SEND register without an EHCP.

• These children have identified special educational needs and require additional support.
• A SENDK Plan outlines the classroom strategies and interventions in place.
• These plans do not include formal targets, but we review and update them every half term to ensure the support remains effective.
• Parents are kept informed and involved in ongoing support conversations.

EHCP Plans

For pupils with an Education, Health and Care Plan (EHCP).

• EHCPs include long-term outcomes agreed with families and professionals.
• In school, we break these outcomes down into smaller, SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound) to track progress effectively.
• Each pupil’s EHCP is reviewed three times a year in a co-constructed meeting between the class teacher and parents/carers.
• These meetings ensure the plan remains personalised, relevant, and focused on helping your child thrive.

We believe in early identification, high-quality provision, and strong partnerships with parents at every stage. Whether your child is being monitored, receiving targeted support, or has an EHCP, we are committed to working together to ensure the best outcomes.

Targeted Interventions

Our interventions are designed to help children build key skills, develop confidence, and access learning more effectively. These include:

• Sensory Room access
• Sensory Circuits
• LEGO®-Based Therapy
• Phonics intervention sessions
• Attention Autism
• TEACCH Approach
• Bucket Time
• Precision Teaching
• 1:1 and small-group support

In-Class Support

Inclusive strategies are embedded in everyday classroom practice. Teachers regularly assess and adapt their approach to meet individual needs. Strategies include:

• Visual timetables
• Now and Next boards
• Use of laptops and assistive technology
• Low-stimulus displays
• Regular adult check-ins
• Differentiated teaching and resources

Mrs Christine Mead – Assistant Headteacher & SENDCo

As SENDCo, Mrs Mead leads and coordinates the school’s SEND provision. She ensures the school fulfils its statutory duties under the SEND Code of Practice (2015), supports staff in delivering inclusive education, and liaises with external agencies when specialist advice or support is needed.
While all staff are responsible for meeting the needs of pupils with SEND, Mrs Mead provides expert guidance and strategic oversight to ensure support is effective, timely, and tailored.

Mrs Natalie Godfrey – Deputy Headteacher for Vulnerable Pupils

Mrs Godfrey leads provision for pupils who may face challenges linked to behaviour, wellbeing, care arrangements, or emotional needs. She supports children in care, those with social or emotional difficulties, and any child who may benefit from additional pastoral support.
She works closely with families and staff to ensure every child has the help they need to thrive.

Mrs Kelly Parker – Pastoral Assistant & Thrive Practitioner

Mrs Parker supports pupils’ emotional wellbeing and social development. As a Thrive Practitioner, she works 1:1 and in small groups to help children build resilience, understand their emotions, and develop confidence.

Mrs Hayley Ashman – Thrive Practitioner

Working alongside Mrs Parker, Mrs Ashman delivers Thrive sessions tailored to individual pupil needs, creating a safe, nurturing space for emotional development and relationship building.