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SEND Information Report

Information on the Milton Keynes SEND Local Offer can be found here.

Priory Rise School

The aim at Priory Rise School is that all children will achieve their full potential both academically and socially.

Quality first teaching is paramount to ensure we fulfil this aim for our children.

For some children, however, it is necessary to provide additional support and/or resources to enable them to achieve their targets in school and to reach their full potential.

This information has been provided to answer questions you may have about the Special Educational Needs (SEN) support that is being provided to help your child in school.

The SEN Team – Roles & Responsibilities

  • Mrs Vickie Snell - SENCo
  • Miss Charlotte Cooper - SEN support and Children Looked After (CLA) Lead

If you need to contact the SEN Team, they have a dedicated email address:

Mrs Snell and Mrs Pry ensure that, as a school, we are following the Code of Practice as well as ensuring all practice in school is in line with our Special Educational Needs Policy:

Mrs Snell also liaises regularly with staff to ensure that children are given the most appropriate support/resources for their individual needs. A large part of Mrs Snell’s role is to work closely with external agencies (see section below) to gain specialist advice and support for individual children. She also ensures that any requests for information on individual children are passed onto the relevant agencies and that parents are kept fully informed of this.

Mrs Natasha Cooper – Learning Mentor for Key Stage 1

Mrs Emma Pocock – Learning Mentor for Key Stage 2

Our highly experienced Learning Mentors provide support and intervention to key children and play a significant role in identifying any children with social or emotional needs. Our Learning Mentors support the induction of new children and are often the first point of contact for parents and other professionals for our new children. Our Learning Mentors provide individual and group support and also works directly with parents.

Mrs Cooper and Mrs Pocock play a valuable role in supporting pupils with Special Educational Needs.

Glossary of Most Used SEND Terms

One of the biggest barriers to working together is how we communicate.

There are many terms that are abbreviated which can lead to confusion.

Please see below for a full break down of some of the terms that may be used in relation to Special Educational Needs.

  • ADD Attention Deficit Disorder
  • ADHD Attention Deficit & Hyperactivity Disorder
  • ASD Autistic Spectrum Disorder
  • BESD Behavioural Emotional & Social Difficulties
  • BSS Behaviour Support Service
  • CAMHS Child & Adolescent Mental Health Service
  • COP Code of Practice
  • CP Child Protection
  • DCD Developmental Co-ordination Disorder
  • EP Educational Psychologist
  • FS Foundation Stage
  • FSM Free School Meals
  • HI Hearing Impairment
  • IEP Individual Education Plan
  • KS Key Stage
  • LAC Looked After Child
  • LEA Local Education Authority
  • MLD Moderate Learning Difficulty
  • NC National Curriculum
  • OT Occupational Therapist
  • SaLT Speech & Language Therapy
  • SENDIS Special Educational Needs & Disability Inclusion Service
  • SENCO Special Educational Needs Co-ordinator
  • SpLD Specific Learning Difficulty
  • VI Visual Impairment

SEN Updates and Information

What is Pupil Premium?

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as FSM). Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.

Why has it been introduced?

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers.

Who decides how the money is spent?

In most cases the Pupil Premium is paid directly to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what their pupils need.

How are schools accountable for the spending of Pupil Premium?

They are held accountable for the decisions they make through:

  • The performance tables which show the performance of FSM pupils compared with their peers.
  • The new Ofsted inspection framework, under which inspectors focus on the attainment of pupil groups, for example those who are eligible to receive the Pupil Premium.

Please  click here  for more information on Pupil Premium Funding.

Children & Families Bill 2013

The Children & Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.

It takes forward the reform programme set out in ‘Support and aspiration: A new approach to special educational needs and disability: Progress and next steps’ by:

  • Replacing statements and learning difficulty assessments with a new birth-to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
  • Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
  • Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

The Local Offer

What is The Local Offer?

The Local Offer was first introduced in the Green Paper (March 2011) “as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.”

What will it do?

The Milton Keynes framework will allow the Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/carers and young people know how school and colleges will support them, and what they can expect across the local settings. During the last year, the Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings.

There are some key questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.

Priory Rise School SEND Report (in response to the Local Offer)

1. How does Priory Rise know if children need extra help?

We know a pupil needs help when:

  • Concerns are raised by parents/carers, teaching staff or pre-school/ previous schools;
  • There is a lack of progress;
  • There is a change in the pupil’s behaviour which impacts on learning;
  • A child asks for help.

2. What should I do if I think my child may have special educational needs?

If you have any concern regarding your child’s progress or well-being then please drop in to see your child’s class teacher to discuss your concerns, or contact them via the Year-group e-mail. You can also contact The class teacher may direct you to Mrs Snell if this is needed.  You can also contact her directly using the following e-mail:

3. How will Priory Rise support my child?

You will be kept informed about your child’s progress and their support in the following ways:

  • A wide variety of Special Educational Needs are catered for at Priory Rise School, including but not limited to ASC, ADHD, visual or hearing impairments, dyslexia and anxiety.
  • The class teacher will have overall responsibility for the planning and teaching of the curriculum for all children which is monitored by senior leaders throughout the School. 
  • Should your child require additional support they may be included in a guided or focussed group. This may be run by the class teacher or a teaching assistant and this will take place within the classroom wherever possible. Sometimes it may be necessary for your child to work out of the classroom in a quiet area close by.
  • Specific planned interventions may be provided for your child in consultation with the SENCo during meetings. Children who receive support at this level will often receive an Individual Education Plan (IEP) to show the support they are currently receiving in school. These will be shared with you three times a year and will have some targets for you to work on at home. If you have any queries regarding the Individual Education Plan (IEP) please do not hesitate to contact the class teacher in the first instance and then the SENCo if necessary.
  • Every child with special educational needs has a ‘1 page profile’ which is shared with all members of staff working with that particular child. This enables a clear understanding of the child’s strengths and achievements, their likes / dislikes, what good support looks like for that child and what is important for them. 
  • If a child needs more personalised support, then with parents’ permission they may be given a Support Plan.  This is a more detailed document that an IEP, and will be reviewed every half term by the class teacher, alongside the SENCo.  Parents views and input is very much welcomed, both in a dedicated section of the Support Plan that parents write, and when class teachers discuss the progress that the child is making on the support term each half term.   
  • Occasionally a child or family may need more specialist support from an outside agency.  In this case, a Support Plan will be sent, with parents’ permission, to the Inclusion and Assessment Team, and they will either offer to come into school to do an observation of the child, or give a consultation with class teachers and the SENCo about how best to support the child. 
  • The Governors of Priory Rise School are responsible for entrusting a named person, Ms Ruth Seagar (Head Teacher), to monitor Safeguarding and Child Protection procedures. She is also responsible for the monitoring and correct administration of the Disclosure and Barring Service procedures and the School’s Single Central Record. The Governors ensure that the School is as inclusive as possible and treats all children and staff in an equitable way. They also monitor and review the Inclusion and SEN policies and all other statutory policies defined by the DFE.

4. How will the curriculum be matched to my child’s needs?

  • All children are entitled to quality first teaching, adapted to children’s individual needs to enable them to access the curriculum.
  • Class teachers and/or teaching assistants may be allocated to work with your child on a 1-1 basis or in a small group to target more specific needs.
  • If appropriate, specialist equipment may be provided for your child e.g. writing slopes, pen/pencil grips or spring loaded scissors.

5. How will I know how my child is getting on and if they are making progress with their learning?

  • Every child will be given a record book which can act as a home school diary. This book enables messages to be exchanged between adults working with your child in school and yourself. A separate home school link book can be provided on request, as appropriate. 
  • Your child’s class teacher may be available at the end of the day or during flexible registration time if you want to have an informal chat, but if you require a more detailed conversation please make an appointment. 
  • You will be kept informed of your child’s progress through parent’s evenings throughout the year. 
  • For every child with SEN, Individual Education Plans are provided for parents three times a year with details of interventions and targets.
  • For children with Support Plans or who have an EHCP, there will be reviews every half term.
  • Appointments with the SENCo can be made via the School Office or via email, if necessary. 

6. How will you help me to support my child’s learning?

  • The class teacher may suggest ways of supporting your child‘s learning at home through messages in the record book, parent’s evening meetings or through suggested targets on your child’s Individual Education Plan. 
  • Parent/carer workshops are organised throughout the year which offer useful ideas for supporting your child at home.
  • Mrs Snell may meet with you to discuss ways in which you can support your child at home.
  • If external agencies have been involved, a report is usually provided with various support strategies and guidance that can be used at home and in school. 

7. What support will there be for my child’s overall well-being?

The School offers a variety of support for all pupils including those who may be experiencing emotional or behavioural difficulties. These may include:

  • Opportunities for children to talk with members of staff such as learning mentors, teachers or teaching assistants or the head teacher if they have any concerns they wish to discuss. Support from external agencies may be provided if deemed appropriate.
  • Children may be invited to be part of an intervention group aimed at creating a positive attitude and giving pupils the opportunity to discuss issues/concerns with a learning mentor. 
  • Some pupils may be chosen to be part of a social skills group run by either a class teacher, teaching assistant or learning mentor.  We use the Zones Of Regulation as a basis for talking about emotions.
  • Access to a range of sensory equipment and resources to help with stress, anxiety or worries. 
  • Lunch time clubs may be offered to pupils who find it difficult to cope on the playground. Fun games and activities are made available to help provide the pupils with social skills to enable them to form friendships.
  • Details of a child’s medical need(s) are kept on a class register by the School Office and in the Medical Room. These are shared with all staff.
  • Where necessary and in agreement with parents/carers, prescribed medicines are administered in school but only when a letter of authorisation is in place. 

8. What specialist services & expertise can be accessed by the School?

At times it may be necessary to consult with external agencies to receive their more specialised advice. These may include:-

  • Educational Psychologists
  • CAMHS (Child and Adolescent Mental Health Service)
  • Social Services
  • Speech and Language therapy
  • Occupational Therapy
  • School Nurse

A consultation with an Educational Psychologist can be sought by the school by contacting the Milton Keynes SEND duty line.

The school has support from SENDIS. Specialist teacher’s from these services meet with class teachers to offer advice, attend meetings and can be asked to work with individual children. Referrals for individual support are made after a full consultation with parents has taken place. This process then involves the specialist teacher making class observations of pupils, meeting with parents/carers and finally compiling a report that offers further advice and recommendations for support.

9. What training has been provided for supporting staff?

  • All staff receive access to regular training related to special educational needs.
  • There are at training sessions on SEN to ensure that all teachers are kept up to date with the needs of SEN children as well as having opportunities to develop their use of strategies.  These occur at least every term.

10. How will my child be included in activities outside the classroom?

Activities and school trips are available to all.

  • Risk assessments are carried out and procedures put in place to enable all children to participate.
  • If a health and safety risk assessment suggests that an intensive level of 1-1 support is required, a parent or carer may also be asked to accompany their child during the activity in addition to the usual staff.

11. How accessible is the school environment?

As a school we are happy to discuss individual access requirements and make reasonable adjustments to meet these needs.

Facilities at present include:-

  • Ramps into school to make the building accessible to all.
  • Lifts for children to access the first floor classrooms. 
  • Disabled toilets.
  • High contrast colour schemes to aid pupils with visual impairments. 
  • Safety foam padding around obstacles to ensure children with visual impairments are protected from injury. 
  • Signs are displayed at different levels to ensure they are visible for wheel chair users.

12. How will my child be prepared and supported for joining Priory Rise?

Priory Rise School understands that moving school or provision can be quite a challenging time for some pupils and puts a number of strategies in place to make the transition as smooth as possible.

These include:

  • Meetings between pre-school settings and Priory Rise School. 
  • Observations and visits to the pre-school settings
  • Additional visits for individual families of pupils with Special Educational Needs as well as the schools usual induction procedures.
  • We are also firmly committed to aiding pupils’ transitions between classes within the school and transition booklets may be produced for some pupils to help reduce anxiety.
  • A Transition Programme operates between Priory Rise School and their main receiving secondary Schools. Arrangements are made with any other local Secondary provision when it is deemed necessary. These may include tours for pupils, induction morning or afternoon sessions, transition books, tours for individual families, meetings with the receiving SENCO and staff visits.
  • For those pupils with more complex needs or for those who are disabled, a detailed risk assessment and environmental audit will be completed in order for us to ensure that we are fully equipped for this child to access all areas of learning and school life. Where appropriate, this will be undertaken alongside colleagues from the inclusion and intervention team and / or relevant medical teams. 

13. How are school resources allocated and matched to children’s SEN?

  • The SEN Budget is allocated each financial year to support special needs throughout the school. The money is used to provide additional resources or support, dependent on need. Support for individual children would be decided upon after discussion at Senior Leadership Team and with the Governing Board. 
  • Individual Pupil Premium Payments are used to support individuals within this category and the fund is managed by the Senior Leadership Team and Governing Board. 
  • Specialist advice/support may be bought in to support individual children.

14. How is the decision made about how much support a child will receive?

  • During their school life, if concerns are identified due to the pupil’s lack of progress or well-being, the class teacher, together with the SENCo, will adjust the level of support accordingly.
  • Parents/carers will be able to see the support their child is receiving on the Individual Education Plan for their child or through consultation with the class teacher or SENCo (see questions 2 & 4).

15. How will I be involved in discussions and planning for my child?

All parents are encouraged to contribute to their child’s education.

This may be through:

  • Discussion with the child’s class teacher.
  • During parent consultations and meetings. 
  • Through meeting with the SENCo or other professionals.
  • Parents are encouraged to comment about progress in relation to their child’s Individual Education Plan or Support Plan.

16. What steps are taken to ensure that disabled children are not treated less favourably than other children?

As outlined in this SEN information report and within our SEN policy, Priory Rise strives for all children to achieve their full potential both academically and socially. This is our aim for all children, including those with special educational needs and disabilities. We are a fully inclusive setting and will not tolerate any kind of discrimination towards any of our pupils. The information outlined within this information report provides clear examples of how we ensure that our pupils with additional needs are catered for and provided with opportunities to thrive.

17. How do we evaluate the effectiveness of provision for children with Special Educational Needs?

We track the progress of all of our children closely.  However, children on the SEN register will also have IEPs or Support Plans / EHCP documents and progress towards the targets on these is tracked separately.  Progress is discussed during our termly data meetings and at the half-termly meetings between each Year Group team and the SENCo.  In addition, teachers often liaise with the SENCo directly when necessary to ensure that provision is altered as soon as possible to ensure the best fit for the needs of each child. 

18. Who can I contact for further information?

If you wish to discuss your child’s education further or are unhappy with something regarding your child’s schooling please contact:-

  • Firstly your child’s class teacher
  • Year Leader for your child's class
  • SENCo (Mrs Vickie Snell)
  • Assistant Headteacher - SEN - (Mrs Laura Pry) 
  • The Head Teacher (Ms Ruth Seagar) 

A request for appointments with any of the above can be made by the school office.

We hope these have answered any queries you may have but do not hesitate to contact the school if you have further questions.

Thank you.

Reviewed: January 2022
Next review: January 2023