At Slinfold CE Primary School, we acknowledge the individual needs of our children and employ strategies to meet these. The strategies may include using different resources or providing a child with additional group or individual support.

A child who receives additional support is monitored closely through a process of Assess-Plan-Do-Review which is in line with the requirements of the SEND Code of Practice (2014). The parents and carers of children receiving additional support are kept informed about their child's progress through both verbal and written feedback. The school acknowledges the importance of working closely with parents and carers, and their views are always sought.

Sometimes the school may also draw on the expertise of outside professionals like Speech and Language Therapists and Educational Psychologists.

We are committed to providing a full and inclusive curriculum for all of our children. All areas of the school are accessible and we have a purpose-built sensory room. 

Further details on how the school and West Sussex support children with SEND can be found in the Local offer documents below.

Ordinarily Available Inclusive Practice (OAIP)

At Slinfold CE Primary School, we are committed to ensuring that every child feels valued, included and supported to achieve their full potential. Our Ordinarily Available Inclusive Practice (OAIP) outlines the inclusive strategies and approaches used by our staff to support all children, including those with special educational needs and disabilities (SEND). These approaches help remove barriers to learning, promote independence and ensure that every child can access our broad and engaging curriculum and thrive within our school community.

Early Intervention

When we first identify an emerging need, we take a proactive approach to providing additional support through early intervention. Working closely with the child, their family and relevant staff, we identify barriers to learning and put targeted strategies in place as early as possible. This may include additional observations, specific interventions or personalised approaches to support the child’s individual needs. Our aim is to address difficulties early, build on each child’s strengths and help them make progress, ensuring that support is reviewed regularly and adapted as needed.

Targeted Intervention

If a child does not make sufficient progress despite early intervention, we move to the next level of support through targeted intervention. This involves more focused and personalised support based on the child’s identified needs, with clear targets and specific strategies in place to help them overcome barriers to learning. We work in partnership with families and, where appropriate, seek advice from relevant external professionals to ensure support is effective. Progress is monitored and reviewed regularly, through a Wave 1 support meeting, so that provision can be adapted to meet the child’s changing needs and help them achieve their full potential.

Targeted Support – Individual Learning Plan (ILP)

If a child makes limited progress despite Wave 1 support, a more personalised level of support may be required. At this stage, an Individual Learning Plan (ILP) will be developed, outlining the child’s strengths, areas of need, specific targets and the strategies and provision needed to support their progress. In collaboration with parents and carers, the child will be added to the school’s SEND register, recognising that they may require additional support to access learning and achieve their potential. Progress will be reviewed termly, with families involved in evaluating the effectiveness of support and agreeing next steps.

Education, Health and Care Plan (EHCP)

If a child continues to make very limited progress despite sustained and targeted support over a prolonged period, and it is believed that they may require ongoing, significant levels of support, an Education, Health and Care Needs Assessment (EHCNA) may be considered. This process explores whether an Education, Health and Care Plan (EHCP) is needed to identify and secure the provision required to meet the child’s needs. Any concerns and potential next steps will be discussed in partnership with parents and carers, ensuring that their views and the child’s needs remain central to the process.

Literacy Difficulties - Dyslexia

SEND Information Report 26 - 27

SEND Policy 26-27

Glossary of SEND terms

West Sussex Send Information Advice and Support Service

​​​​​