Special Educational Needs and Disability


The University of Cambridge Primary School is a main stream school with an inclusive and ambitious ethos for all children. In seeking to fulfil this aim we offer the following range of provision to support children with SEND. Should you be applying for a place at our school and have a child with SEND please contact our SEND Coordinator, Mr James Hayward, via email at: SENDCO@universityprimaryschool.org.uk

It is vital that we understand your child’s needs and we hope that meeting us before you apply will give a more informed understanding of our school, ethos and how we help children with diverse needs achieve.

SEND Identification and Support Process

SEND Information Report

Interventions, Activities and Strategies

A fully accessible learning environment indoor and outdoors

  • Use of appropriate visual timetables
  • Access to laptops/tablets
  • Key text enlarged where necessary
  • Pre-teaching of strategies and vocabulary
  • Specialist equipment to access curriculum
  • iPads will be used to support identified children

Strategies / programmes to support speech and language

  • Interventions from Speech and Language Therapy Services
  • Implementation/delivery of Speech and Language programmes by TAs in school
  • Makaton will be used when advised
  • Symbols will be used to aid communication
  • PECs will be used when advised

Mentoring activities

  • As a ‘listening school’ we will offer an open door approach for parents to speak with their class teachers
  • Children will choose learning partners to support each other during some lessons
  • Year 3 play leaders will support break and lunch play Sept 2016 onwards
  • Close liaison with external agencies as far as possible

Access to strategies/programmes to support occupational therapy/ physiotherapy needs

  • Interventions from an occupational therapist/physiotherapist will be provided as available
  • Delivery of planned programmes by teaching assistants will take place according to needs identified by specialists
  • Individual targets will be implemented into class PE/ games sessions where possible

Strategies to reduce anxiety/promote emotional wellbeing (including communication with families)

  • Parents will meet with their class teacher every term
  • Meetings will be held with the Inclusion Leader where appropriate and necessary
  • Individual support for each child by all staff
  • Referral to appropriate outside agencies
  • Lunchtime clubs/sports clubs
  • Parents will be invited to contribute to family learning events
  • Home-School Communication book

Strategies to support/develop literacy skills

  • Small group support in class through Guided Reading
  • Access to classic literature through Reading Circles
  • Small group literacy learning support provided where needed

Strategies to support/develop numeracy

  • Mastery learning approach to teaching (depth rather than breadth)
  • Small group learning support in class
  • Use of apparatus and other practical learning materials to support mathematical knowledge available for all children across all ages
  • Practical ‘real life’ maths and problem solving activities provided within lessons and encouraged across the curriculum

Strategies to support/modify behaviour

  • Use of our positive behaviour policy
  • Reflective Thinking Time
  • Reflection Spaces
  • Pastoral support programmes
  • Home-School Communication book

Provision to facilitate/support access to the curriculum

  • Quality first teaching for all children
  • Resources adapted so they are easily accessible
  • Specialist equipment
  • Multi-sensory approach
  • Additional adult classroom support as needed

Strategies to develop independent learning

  • Culture of choice and challenge
  • Easy access to wide range of resources
  • Ethos of ambition for all, where children are encouraged to ‘surprise us’
  • Originality and difference will be highly prized

Support/supervision at unstructured times of the day including personal care

  • Trained lunchtime play leaders for individual children with personal care needs
  • Easy access to toilets from indoors and outdoors
  • High ratio of lunchtime play leaders supervising leisure activities
  • Y3 trained child play leaders supporting games/peer mediation
  • Fully accessible landscaped grounds with wide variety of activity choice

Planning and assessment

  • Planning for each child will be led by qualified teachers supported by multi agency teams as necessary in partnership with teaching assistants
  • The Inclusion Leader will lead all reviews of individual learning targets and progress
  • There will be a strong focus on progress and achievement throughout the school for all children
  • Reviews of Education, Health and Care Plans and existing Statements will take place in a timely manner and will incorporate expert advice

Access to medical interventions

  • Early Years and Extended School staff will be trained in Paediatric First Aid
  • Health Care plans will be fully implemented and guidance followed
  • Liaison with health visitors, the GP/school nurse and Child and Mental Health advisers will be sought as needed.
  • Necessary training for staff for particular conditions eg Type 1 diabetes will be arranged

Link to Cambridgeshire County Council Special Educational Needs and Disabilities Local Offer: