Skip to content ↓

SEN Information Report

The Priory Federation of Academies’ SEN Information Report

This information report sets out our approach to supporting students with SEND

 for 2023 to 2024 academic year. It is reviewed and updated on an annual basis.


What is ‘Special Educational Needs and Disability’?

A Special Educational Need and Disability (SEND) is a difficulty or barrier that affects a child’s ability to learn and to access the curriculum.  It may be appropriate for a student with SEN to access provision which is ‘additional to, or otherwise different from’ the educational provision made generally for students of their age.

A Disability is a long-term health condition which causes a difficulty or barrier to learn or to access the curriculum.

SEN is identified under the following categories:

  • SEN Support

Students with less complex needs but who still require support will be identified by a single category, known as SEN Support. The focus for this will be on what your child has achieved as a result of the personalised intervention provided.

  • Education Health Care Plans

Where individual need is recognised to be complex or requires a greater level of provision the academy will look to complete an application for an Education, Health and Care Plan (EHC). The EHC plan outlines a child’s special educational, health, and social care needs. It places greater emphasis on individual outcomes and will describe the support your child will receive while they are in education or training.

Preparation for Adult Life

We seek not only to support your child through their education but also to equip them with the means to assert and manage their support needs as a young adult and in their future working life. We therefore believe that it is crucial that their voice is central to our planning and review process.

The Priory Federation of Academies Trust's SEND Policy is in the Teaching & Learning Policies section of the Trust's website.

Who do I speak to if I think my child has Special Educational Needs and/or Disability?

If you have any SEN concerns regarding your child, our Academy has a designated Special Educational Needs Coordinator (SENCO), Mrs J Lea, who can be contacted on 01522 889977 or via

Each SENCO is a qualified teacher with experience within Special Educational Needs (SEN).

Following any initial enquiry, a response will be made within two working days and, if appropriate, a meeting will be arranged. We work hard to be in effective communication with students and parents, and to listen and respond positively to any concerns brought to our attention. We are committed to taking all concerns seriously and would like to think that, through being open and accessible, concerns can be both raised and dealt with easily.

How will we decide if my child needs additional support?

We will meet with you to share information and decide on the appropriate next steps. Following the initial meeting, a cycle of assess, plan, do and review will occur. This is as follows:


A member of staff will collect information about a student who is of concern. This may include various assessments and observations. The information and appropriate next steps will then be shared with you.

  • DO

If your child is identified as having SEND, their details are placed on the SEND Register. If, through discussions, it is agreed that your child no longer needs to be on the SEND Register, their details will be removed.

An Individual Profile is created using the above information. This outlines the necessary teaching strategies and intervention required to support your child. Your child will take an active part in the writing and reviewing of their profile.


Review meetings, parents’ evenings and written reports will help to keep you fully informed at every stage.

What support is available for my child?

If a student has been identified as having a barrier to their learning, additional support will be provided to give them the opportunity to make progress. The SEN Code of Practice (2015) identifies four categories of need within SEN.

Your child’s need may come under one or more of these areas. For example:

Cognition and Learning

Communication and Interaction

Social, Emotional Mental Health

Sensory and/or Physical

Learning at a slower pace than their peers

Moderate Learning Difficulties

Severe Learning Difficulties

Specific Learning Difficulties such as dyslexia, dyscalculia etc

Difficulties in communicating with others

Difficulties with social interactions

Difficulty saying what they want to, understanding what is said to them, not understanding social rules of communication

Students with Autism are likely to have difficulty with social interaction

Emotional wellbeing and mental health

Attachment disorder

Attention Deficit Hyperactivity disorder (ADHD) or Attention Deficit disorder (ADD)

Vision impairment

Hearing impairment

Physical disability

The support available will vary dependent on your child’s needs.  This may include a specific intervention package which is delivered outside of the regular timetabled lesson, access to Information Technology and, in some cases, a designated mentor. Our provision map shows a range of interventions in place which may be used to provide support. The provision map is a working document and is updated as student progress is reviewed. The SENCO will oversee the impact of the named interventions. From the provision map, an Individual Profile is modified, identifying the provision and how it will be coordinated.

When a student’s learning needs are severe, complex and lifelong they may require enhanced individual support from the Academy. With your support and alongside specialist services, we will collate information to request an Education Health and Care Plan (EHC). An application would normally require the support of the Educational Psychologist and substantial evidence that the academy had reached a point where additional resources are needed to meet specific needs. If agreed by the Local Authority, additional funding is released. The EHC plan will incorporate resources and provision with specific outcomes that will support the individual needs of your child. The requirements listed in an EHC plan will be embedded in a personalised Individual Profile. The EHC plan will also have a formal Annual Review meeting to review your child’s progress and current needs.

What support will there be for my child’s overall social and emotional well-being?

The well-being of all students is our primary concern across the Priory Federation.

Social and emotional development programmes are followed and when it is appropriate visiting speakers offer specialist information raising awareness in relation to Personal, Social and Health Education aspects.

A Pastoral Team oversees students as they progress through each year group, offering support, mentoring and guidance. We regularly monitor attendance, support students returning after absence and take the necessary actions to prevent prolonged absence.

Designated Safeguarding Officers (DSO) are responsible for ensuring the well-being of all students in liaison with all Academy staff, these can be contacted on 01522 889977.

Relevant staff are trained to support medical needs and this training is provided through the specialist services.

We offer a wide range of enrichment activities to cater for the different interests of the students, some of which take place after school. Extra-curricular activities are available for your child to join, including physical activities, the Arts and music and drama. These are published through the extra-curricular timetable. In addition, we hold House events throughout the academic year.

Educational visits and trips abroad are available to provide alternative experiences for your child.

Where there are concerns for safety and access, a personalised risk assessment is completed and shared with all parties. This will detail any reasonable adjustments that need to be made to meet your child’s individual needs.

The Priory Federation of Academies' Student Welfare policies

What specialist services and expertise are available?

Across the Federation, we have developed strong partnerships with a range of specialist services.

The Academy SENCO will seek advice and support from these, if appropriate, as part of the cycle of support available as described in the Local Authority’s Family Directory.

The list below highlights some of the services we access:

  • Educational Psychologist (EP)
  • Specialist Teaching Team (STT)
  • Community Paediatric Team
  • Working Together Team (WTT – Supporting students with Autism)
  • Speech and Language Therapy (SALT)
  • Sensory Education and Support Team (SEST)
  • Healthy Minds
  • Mental Health Support Team (MHST)
  • Children and Adolescent Mental Health Service (CAMHS)
  • Children’s Services
  • Behaviour Outreach Support Service (BOSS)
  • Individual Counselling (Bereavement, Anxiety, Emotional Well-Being)
  • SEND Parent Forums

We also have expertise from staff members within the area of SEN; these skills are utilised to meet the needs of the student. Individual teachers and support staff attend training courses run by specialist services that are relevant to the needs of specific students.

The Federation recognises the need to train all our staff on SEN information. The SENCO, with the Senior Leadership Team, ensures that training opportunities are matched to Academy Development Priorities and to those identified through the use of provision management.

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

All staff provide high quality teaching which allows students to learn effectively.

We follow a 'whole school approach' to SEND and work to ensure that all of our students feel fully included. We are committed to ensuring that students with SEND can fulfil their potential and achieve their best possible outcomes. A range of teaching and learning strategies may be required to ensure that all students can access the curriculum. Differentiation is used to ensure that new learning is adapted to the student’s ability, while allowing them to be stretched and challenged. A learning environment where students feel confident and secure in voicing their opinions is actively encouraged and valued. The Individual Profile will identify the necessary teaching strategies and styles of intervention required. Planning and teaching will be adapted to meet the individual learning needs so that personalised learning can take place.

How will I know my child is progressing in their learning?

The progress of your child will be monitored in line with Federation procedures.  If they are not making the expected progress in a particular area of learning, we will identify the necessary additional support they may need.

You will be kept informed of how your child is progressing through a range of options including:

  • Appropriate daily communication
  • Parents’ evenings
  • Additional meetings as required
  • Email and telephone correspondence
  • Module reports
  • Written reports

If you have any concerns about the progress or attainment of your child, this can be raised with the appropriate member of staff.

How can I access support for myself and my family?

The SENCO is available to discuss any SEND queries or concerns you may have. Information from specialist services will be discussed with you and when this is not possible through a written report.

If you have any SEND queries that need dealing with by the Local Authority, these should be directed to The Additional Needs Team.

LIAISE is Lincolnshire’s Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS). This acts as an independent organisation offering support and advice to parents/carers who have a query or concern about their child’s needs.

How will my child be supported during times of transition?

Communication forms a vital part of the transition process. You are invited to visit our Academy prior to applying for a place through attending open days and a guided tour. The academy brochure and website provide further information about policies and day to day school life.

We have close links with our feeder schools; meetings are planned and information shared. Suitable support, which may include additional visits, induction sessions and liaising with other specialist services and relevant adults, can be discussed at these meetings.

For a student with an Education, Health and Care plan, the SENCO will attend the Annual Review meeting to support the transition process.

Further transition opportunities occur as student’s progress through the Academy. Opportunities for careers advice and Post-16 provision are also provided.

Where students move on to another placement, their records and personal data will be passed on in order to make the transition as smooth as possible.

How accessible is the setting?

The Trust believes that their admissions criteria should not discriminate against any student with SEND. It has due regard for the statutory requirements advocated in the SEND Code of Practice and is in accordance with the national legislation, including the Equality Act 2010.

We aim to ensure that our environment, educational materials and technologies are accessible to all students, including those with SEND. The Trust is committed to the providing a culture of inclusion, and ensuring that those with disabilities are able to participate by removing barriers and including them in all aspects of development.

Some reasonable adjustments may be as follows:

  • Physical environments - lifts, lighting, wheelchair access,  dedicated  disabled parking places
  • Purpose designed disabled toilets on both floors; these are equipped accordingly with hand rails, and emergency pull cords signalling a nearby designated office, should the user require assistance
  • Assistive technology - use of specialist IT equipment
  • Increased access to the curriculum and assistance during examinations
  • Transport requirements

A range of specialist provision is available across the Federation, include:

  • Sensory rooms
  • Hygiene suites
  • Swimming pool and fitness suite used for physiotherapy provision
  • Designated areas for individual and small group work
  • IT facilities with relevant hardware and software linked to the intervention provision

The Priory Academy LSST - LSST Accessibility Plan (

How are the Academy Governors involved? What are their responsibilities?

Governors have a duty under s317 of the Education Act 1996 to do their best to ensure that the necessary provision is made for students with SEND. The school Standards and Framework Act 1998 requires governors to conduct the academy with a view to promoting high standards. These high standards relate to all the students including those with SEND.

In relation to SEND, the governing body should make sure that:

  • They are fully involved in developing and monitoring the academy SEND policy
  • All governors, especially SEND governors, are up to date and knowledgeable about the schools SEND provision, including how funding, equipment and personnel resources are deployed
  • SEND provision is an integral part of the Academy Development Plan
  • The quality of SEND provision is continually monitored

Lincolnshire Local Offer

Lincolnshire County Council has published a SEND Local Offer that sets out in one place information about the support and services available for children and young people with SEN and disability in Lincolnshire.

You may find these links to legislation relating to provision for special educational needs and disabilities useful:


The Equality Act 2010


The Special Needs and Disability Regulations



 SEND_Code_of_Practice_January_2015.pdf (

What does all the jargon mean? 

The following glossary of terms list different words and abbreviations that we use:

  • Annual review - the review of an EHC plan which the local authority must make as a minimum every 11 months.
  • CAMHS - Children and Adolescent Mental Health Service.
  • EP - Educational Psychologist.
  • Education, Health and Care Plan – (EHC plan) A personal care plan
  • Graduated approach - A model of action and intervention to help students who have special educational needs. The approach recognises that there is a continuum of SEND and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a student may be experiencing.
  • Individual Medical Care Plan – (IMCP) This is a document which describes any significant medical conditions that a child may have which require special medication or adjustments.  The plan outlines the student's needs and what needs to be put in place to support them.  It is then shared with all those staff supporting the child.
  • LIAISE – Lincolnshire’s Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS).
  • National Curriculum - This sets out a clear, full and statutory entitlement to learning for all students, determining what should be taught and setting attainment targets for learning. It also determines how performance will be assessed and reported.
  • Provision - Any extra help, support or equipment that a student receives.
  • Provision Map - A provision map shows a range of interventions in place which may be used to provide support.
  • Safeguarding - Ensuring the well-being of all students.
  • SALT - Speech and Language Therapy.
  • SEN - Special Educational Needs.
  • SEND - Special Educational Needs and Disability.
  • SENCO - Special Educational Needs Co-ordinator, the person in school responsible for managing SEND.
  • SEN Support - A single category for students with less complex needs but who still require support.
  • SEST - Sensory Education and Support Team.
  • Specialist Services - Any professional from an agency or service who provides advice to the school and family.
  • STT - Specialist Teaching Team.
  • Individual Profile - This outlines the necessary teaching strategies and intervention required to support the student.
  • Transitions - A change or transfer from one school or class to another.