As the school’s Special Educational Needs Coordinator (SENCO) and Deputy Headteacher, I lead and oversee provision for pupils with Special Educational Needs and Disabilities (SEND) across our Junior School. 

Holding both SENCO and Deputy Headteacher responsibilities strengthens inclusive practice across the school. This joint role ensures that:

• SEND provision is embedded within whole-school improvement planning.

• Inclusive teaching strategies are consistently implemented across all classes.

• Early identification and intervention are prioritised.

• Resources are allocated strategically according to need.

• Inclusion remains central to leadership decision-making.

This integrated approach ensures that inclusion is not separate from school development, but a core part of our culture and vision.

Our Commitment to Inclusion

Inclusion is at the heart of everything we do. We believe that every child is a valued member of our school community and has the right to achieve, belong and participate fully in school life.

We are committed to:

• Removing barriers to learning and participation.

• Delivering high-quality, inclusive classroom teaching as the foundation for all learners.

• Adapting teaching approaches, resources and environments to meet individual needs.

• Promoting independence, confidence and positive wellbeing.

• Ensuring pupils with SEND are fully included in academic learning, social opportunities and the wider life of the school.

Through a graduated approach—assess, plan, do, review—we carefully tailor and evaluate support so that every child can make meaningful progress.

My Role as SENCO

In our Junior School setting, I work closely with pupils, families and staff to ensure children in Key Stage 2 are well supported both academically and emotionally.

My responsibilities include:

• Identifying and assessing pupils with additional needs in partnership with teachers and parents.

• Coordinating targeted interventions and personalised support plans.

• Monitoring progress and reviewing provision to ensure it remains effective and responsive.

• Leading and offering annual EHCP reviews, ensuring Education, Health and Care Plans remain outcome-focused and accurately reflect each child’s needs.

• Liaising with external professionals and specialist services.

• Supporting staff with training, guidance and practical inclusive strategies.

• Ensuring the school meets its statutory responsibilities in line with the SEND Code of Practice.

Agencies We Work With

We work closely with a range of external agencies to ensure pupils receive specialist advice and coordinated support. Agencies we regularly collaborate with include:

• Speech and Language Therapy services

• Speech, Language and Communication Specialists

• Occupational Therapists

• Autistic Spectrum Condition (ASC) Specialist Advisory Teachers

• Community Nurses

• ADHD Professionals

• Behaviour, Emotional and Wellbeing Officers

• Emotional Health and Wellbeing Officers

• Physical and Medical Specialist Advisory Teachers

• Severe Learning Difficulties Specialist Advisory Teachers

This multi-agency approach ensures that support is holistic, consistent and tailored to the individual needs of each child.

Adapted Provision Unit – The Den

I manage and lead the planning for our Adapted Provision Unit, The Den.

The Den provides a structured, nurturing and supportive environment where identified pupils can access bespoke learning for part of their school day. Provision within The Den is carefully designed to meet individual learning and sensory needs, and may include:

• Personalised curriculum pathways.

• Targeted academic interventions.

• Social, emotional and communication support.

• Smaller group teaching to reinforce key skills and build confidence.

A sensory curriculum is used within The Den to facilitate access to the wider curriculum. Learning is thoughtfully adapted to suit the sensory profiles of pupils, enabling them to engage meaningfully with content through practical, experiential and multi-sensory approaches. This ensures children can access age-appropriate learning in ways that are responsive to their individual needs.

Importantly, every child who accesses The Den remains part of their mainstream class. Each pupil spends part of their day learning within their usual classroom alongside their peers. They continue to follow the wider curriculum and maintain strong relationships within their class community.

Pupils accessing The Den fully participate in whole-school life. They attend assemblies and take part in enrichment activities, trips, performances and wider school events. Inclusion in the broader school experience is a key priority, ensuring children feel a strong sense of belonging and identity within our Junior School.

Provision within The Den is flexible, carefully planned and regularly reviewed to ensure it supports children in developing independence, resilience and readiness for learning within the mainstream classroom.

Transition and Partnership

Successful transitions are essential to pupil wellbeing and progress.

• I liaise closely with our feeder infant school (Key Stage 1) to ensure a smooth and well-supported transition into Year 3.

• I work with local secondary schools (Key Stage 3) to ensure Year 6 pupils are prepared for the next stage of their education.

• Parents and carers are key partners, and I value open communication and collaboration to secure the best possible outcomes for every child.

At our Junior School, we are proud of our inclusive ethos and our commitment to ensuring every pupil feels supported, valued and able to succeed.

If you would like to discuss your child’s needs or arrange a meeting, please contact the school office to make an appointment.