There's much to see here. So, take your time, look around, and learn all there is to know about SEN at Robertswood. Find out through the school's policy and the report on 2018/19.

Special Educational Needs and Disability (SEND) Local Offer

Robertswood School SEND Provision

At Robertswood School we aim to support all children to enable them to achieve their personal potential. Quality First teaching is at the heart of delivering a broad and balanced curriculum and we welcome children with Special Educational Needs as part of our inclusive approach. We have high expectations of our children and want them all to feel a valued part of our school community. We operate a ‘whole pupil, whole school’ approach to the management and support of pupils with Special Educational Needs. Our aim is to raise the aspirations and expectations of all children, including those with SEND. 

Robertswood School’s SEND Policy

We recognise that children may have special education needs either throughout or at any time during their school career.  We work within the guidance provided in the SEN Code of Practice, 2014. The Code recommends a ‘Graduated Approach’ to SEND involving a 4 stage cycle – Assess, Plan, Do, Review.


A pupil is identified as having SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. At Robertswood School we aim to work in close partnership with parents and identify additional needs at the earliest point in order to improve the long-term outcomes for the child. 

Additional needs are identified through a variety of ways including:

  • Liaison with Early Years settings      and previous schools, where appropriate
  • Teacher concern that child is      performing below age related expectations and/or not making expected rogress relative to their starting point
  • Concern over progress in areas of      social or emotional need
  • Parent/carer concern
  • Medical diagnosis or identified      disability under the Equality Act 2010
  • Specialised assessments from      external agencies and professionals
  • Pupil view


The purpose of identification is to work out what action the school needs to take to address these difficulties using well evidenced, targeted interventions.

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have SEN. Where progress continues to be less than expected, the teacher and  the SENDCo, working together, identify the interventions required to secure better progress.

These interventions are recorded on the child’s SEN Support Provision Map. Specialist services such as Speech & Language, Specialist Teaching and Occupational Therapy are consulted as appropriate. Parents are always involved in any decision to involve specialists.


We regularly invest in training our staff to improve the understanding and delivery of SEN Support. Examples of training for Teachers and Teaching Assistants includes using Shape Coding to support oral and written language, Autism Awareness and creating good listening conditions for learning. Interventions are normally delivered in small groups or one to one if more specialised support is needed. Outcomes may be curriculum related or may relate to wider issues such as developing positive social relationships or making a successful transition to a different phase of education. The SENDCo monitors the quality and effectiveness of SEN support and this is reviewed termly by the school’s Senior Leadership Team. 


SEN Support Provision Maps are formally reviewed twice a year and discussed with parents at consultations in October and March. However, monitoring provision is an active process and Provision Maps are reviewed at other times to reflect, for example, advice from specialists or the changing needs of the child. Provision for children in Early Years may be reviewed more frequently.  Multi-agency Provision Plan meetings (MAPP) are held for children who receive significant external support. Children who have an Education & Health Care Plan also have an Annual Review.

The SENDCo provides monitoring information to the school’s Senior Leadership Team and Governors on a termly basis


Robertswood School’s approach to teaching pupils with SEND 

 High quality teaching, differentiated for individual pupils, is the first step in responding  to pupils who have or may have Special Educational Needs. Pupils with Special  Educational Needs are included as fully as possible in the whole class  environment. Sometimes it may be appropriate to withdraw a pupil for  individual or small group support in order to acquire, reinforce or extend   skills more effectively. Teachers are responsible and accountable for the   progress and development of the pupils in their class, including where pupils   access support from teaching assistants or specialist staff. The SENDCo  provides professional guidance to colleagues and works closely with staff, parents and other agencies to ensure that pupils with Special Educational Needs   receive appropriate support and high quality teaching. The SENDCo has day to   day responsibility for the operation of SEND policy and, with the Head   Teacher and Governing body, determines the strategic development of SEND  policy and provision.

The   social   and emotional well-being of pupils is of paramount importance. To ensure this, all children have access to quality PSHE and strong pastoral support  systems. Participation in activities, clubs and school visits is promoted. 

Robertswood School’s Facilities to include pupils with SEND

Robertswood school is fully accessible to wheelchair   users. There is a designated disabled parking space at the front of the   school and flat access to the school’s main entrance. The school has   facilities for personal care, including toilets, for pupils with physical   disabilities in both the main school and the nursery. Ancillary aids and   adaptions are made to accommodate the needs of individual children following  guidance from specialists.

The  school has a Sound Field system to support hearing impaired children. 

Classes are well resourced for children with additional needs. For example, visual timetables, writing slopes and sensory cushions are all regularly used. We have a wide range of Occupational Therapy resources to support both fine and  gross motor skills.

Robertswood  School actively supports children’s emotional well-being. We have a   specialist ‘Nurture’ room furnished to resemble part school, part home where   children can enjoy a wide range of resources and share food with their peers   and adults. We also have a designated room and resources to provide emotional   ad social skills support to children. Each year we run an in-house   Transition Support Programme for SEND children in Year 6 prior to moving to Secondary school.

Support for Speech & Language is an important part of our SEND provision.  We have particularly implemented Shape Coding, a visual resource to develop children’s oral and written   communication skills.

In   our ICT suite we are able to support children through a range of on line,   motivational activities such as Reading Eggs, RM EasiMaths, Phonics Shark and   Clicker 6 Writing support. 

Robertswood School’s SEND Training

Appropriate   Continued Professional Development is provided to staff in order to support   the needs of SEND children within our school. Specialist expertise is   obtained by the school by engaging professional advice as necessary. 

Training can take the form of child-specific training eg Hearing Impairment support or   be of a wider SEND nature. Examples of recent training include

  • Shape Coding to support oral and written language development 
  • Paediatric First Aid training  and Paediatric Handling 

·Emotional Literacy support

· Nurture Networking including how nurture   supports well being

  • Speed reading and speed spelling        
  • Autism Awareness
  • Creating good listening conditions        for learning
  • Sensory Integration
  • Team Teach


Robertswood School’s Family   consultation

Parents/carers  and children are central to the School’s SEND processes and procedures.

Teachers  and the SENDCo work closely with parents/carers in the support of children  with Special Educational Needs through:

  • Ongoing dialogue and active partnership
  • Parent consultation meetings
  • Provision   Maps outlining targets and reviewing progress
  • Reports  from outside agencies
  • SEND  events run by the SENDCo/SEND team to inform and share knowledge eg Reading Eggs demonstration
  • SEND  noticeboard 
  • Where appropriate, children are    involved in their target setting and reviewing their learning with the    teacher and/or SENDCo.

Robertswood School’s Partnerships

We   work in partnership with other agencies to meet the needs of SEND pupils and   their families. Support Services include:

  • Speech & Language Therapy
  • Specialist Teaching Service (Communication     Team, Hearing Impairment Team, Physical Disabilities Team, Autism Team)
  • Cognition & Learning Support
  • Nurture and Emotional Literacy provision
  • Occupational Therapy
  • Physiotherapy
  • School Nursing Team
  • Child & Adolescent Mental        Health Services
  • Behaviour Support Services
  • Paediatric Services


Robertswood School’s Transfer to   other educational establishments

Meetings   for teachers, children and parents are arranged between educational settings   as appropriate to ensure smooth transition. Educational establishments may  include:

· Early  Years settings

· Local  schools

· The  Oaks Pupil Referral Unit

· Special   schools

· Secondary   schools

A Transition programme is arranged for   children transferring from our Nursery or other Nursery settings into our   Reception year. At the end of each year a transition morning is held to   prepare children for ‘moving up’ to the next year. A 6 week programme is run   in- house to help Year 6 children with Special Educational Needs address   transition issues to Secondary school. The SENDCo provides additional   transition support at the start of each school year to help children re-adjust   to school after the summer holiday.


Robertswood School’s contact details   for support services

Parents   are informed of the contact details of any support service or education   providers through one to one discussion as appropriate. Parents will often   attend meetings in school with the specialists both to provide their input   and to receive feedback. 

Robertswood   School Contact details

Head Teacher: Mr Eddie   Richings

SENDCo: Mrs Liz Chaplin

SEND Governor: Mrs   Sally Parkin


Telephone:   01753 888327

This   policy can be accessed via the school website at

Links   to the Bucks Local Offer

Information   for the Local Offer for Buckinghamshire is available at

If   you wish to contact Buckinghamshire County Council about the Local Offer   please call 01296 383065 or e mail

More information about SEN at Robertswood

Special Educational Needs Policy August 2019 (pdf)


SEN REPORT 2018-19 (pdf)