King Charles Primary School
Our ‘Local Offer’ for Special Educational Needs and Disability (SEND)
At King Charles, we believe that every child is unique and has individual needs.
King Charles is an inclusive school and welcomes all children. We have a dedicated team of staff who are trained to personalise learning in
order to meet the needs of all children in our care. At times, children may require additional support, either short or long term, to make
progress and fulfil their potential.
Examples of support we offer may include:
 Reading, writing or mathematics interventions
 Social, emotional or behaviour programmes
 Visual, speech and language, hearing or mobility support
The majority of children’s needs are met by the class teacher, but sometimes it may be necessary to make special provision after consultation
with parents.
Please read our school offer below. We welcome any contact, including visits, to discuss our school offer and provision in more detail.
School contact details:
Mrs Claire Fortey, Head teacher – 01326 313607 head@king-charles.cornwall.sch.uk
Mrs Cathy Brokenshire, Assistant Head teacher – cathy@king-charles.cornwall.sch.uk
Mrs Kirsten Spargo, SENCo – senco@king-charles.cornwall.sch.uk
Both Kirsten Spargo and Cathy Brokenshire hold the National Qualification for Special Educational Needs Coordination.
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The levels of support and provision offered by our school
1. Listening to and responding to children and young people
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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The views and opinions of all
pupils are valued.
Pupil voice is represented in all
aspects of school.
Pupil voice is heard through:
 Consultation
 Focus groups
 Questionnaires
 School council
Specialist, individualised support and
provision
For small groups
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Pupils with SEND are included in all
consultation groups.
Additional provision is developed in
light of pupil voice.
Individual
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Individual support is responsive to the
views of the pupil.
Pupils’ views are an integral part of
TAC meetings, Early Support
meetings and SEN reviews.
Pupils are supported with person
centred planning as well as target and
outcome setting.
A known adult if needed is available to
represent a child and make sure their
voice is heard.
Documentation is presented in a
format that is accessible to the
student.
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2. Partnership with parents and carers
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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King Charles works in partnership with
all parents and carers.
The parents/carers of all pupils attend
parent/carer evenings.
Pupils’ reports are sent home once
each term.
The school reading record encourages
dialogue between parents/carers and
school.
Parents/carers know exactly who to
contact if they have any concerns.
The school website enables
parents/carers to understand more
about what their child is learning.
Weekly newsletters are sent home
updating parents/carers about the latest
information and dates.
Parents/carers are invited to meet their
new teachers early in Autumn Term.
Parents/carers are invited to attend
curriculum workshops and meetings
within the school year.
Specialist, individualised support and
provision
For small groups
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Families might be invited to attend
information sessions re: supporting
their child at home e.g. parenting skills,
literacy and numeracy skills,
independent homework, or signposted
to support groups.
Families of children with ASD are
invited to participate in a series of
classes run by Cornwall Council’s
Autism Team in Autumn term.
Our school website offers useful links
to, for example, the Family Information
Service in Cornwall.
Individual
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Parents/carers are supported in
attending, and are actively involved in
all TAC, Early Support meetings and
reviews.
Parent/carers’ views are an integral
part of TAC, Early Support meetings
and SEND reviews.
All documentation is presented in a
format that is accessible to individual
parents/carers.
Parents/carers are invited to join in
with school trips when appropriate.
Parent/carer readers are invited into
school to support pupils with individual
reading.
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3. The curriculum
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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The differentiated curriculum is
designed to ensure the inclusion of all
pupils.
All pupils, regardless of their ability
and/or additional needs, have full
access to the curriculum.
All pupils are assessed for their phonic
skills at the end of Year 1.
All pupils participate in SATS tests from
Year 2 to Year 6.
Specialist, individualised support and
provision
For small groups
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Intervention packages are inclusive,
designed around the needs of the
children.
The progress of pupils taking part in
intervention groups is measured using
entry/exit data and information.
Intervention programmes are adapted
in light of pupils’ progress.
Small group interventions include:
-literacy (reading, comprehension,
spelling, writing, phonics &
phonological awareness)
-handwriting
-numeracy
-speech and language
-keyboard skills
-social skills
-motor coordination skills
Individual
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Assessments, such as dyslexia
screening tests, are used to identify
pupils who need specific interventions.
Pupils are supported in following their
interests and curriculum, regardless of
their SEN and/or disabilities.
Pupils with special needs and/or
disabilities can access the curriculum
with adult support and/or technology,
as appropriate.
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4. Teaching and learning
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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Lessons are carefully planned to
include clear stages, regular progress
checks and different learning styles.
Different level groupings are identified
for each class and pupils are made
aware that at least some of the time
they will be seated in ability groups.
Preferred learning styles are used.
King Charles uses a dyslexia-friendly
approach to teaching and learning,
where differentiated teaching and
outcomes are used to ensure progress
of all students.
Learning objectives are displayed and
discussed using ‘We are learning to…’
Differentiated Success Criteria are
displayed and discussed.
Pupils’ work should be regularly marked
using green ink to identify good
work/clear examples and purple ink to
identify next steps.
Literacy/Numeracy are priorities for all
staff: key vocabulary and key terms
should be displayed and discussed.
Specialist, individualised support and
provision
For small groups
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Class teachers and teaching
assistants share information and
lesson plans to ensure that pupils with
SEND have targeted support and
provision.
Teaching assistants/class teachers
work with small groups to:
-ensure understanding
-facilitate learning
-foster independence
-keep pupils on task
If the class teacher is working with a
small group, the teaching assistant
supports the class with tasks already
set by the teacher.
Independent pupil learning is
supported by the use of technology,
for example:
-laptops
-IPads
-computer programmes, such as
Nessy, Rapid Readers or Clicker
SuperDrive
Special examination arrangements
Individual
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Personalised and highly differentiated
work is provided, enabling independent
learning.
One-to-one support is in place for
pupils who need more intensive
support, e.g. for those with physical
disabilities, sensory loss, speech and
language difficulties, autism, severe
literacy difficulties/dyslexia, etc. and
specialist advice and resources can be
sought to support this.
Outreach from local special schools
can be requested for advice on
teaching and learning.
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Alternative ways of recording are used.
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are put in place for internal and
external tests, for example, reader
scribes, extended time to complete
tests, etc.
Homework support is available.
5. Self-help skills and independence
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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For small groups
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Technology is available to aid
independence e.g. Nessy, Rapid
Readers, Clicker, flip cameras, etc.
Pupils use learning walls to access
information independently.
‘If I am stuck’ strategies and resources.
Resources are labelled and available in
all classrooms to promote
independence, e.g. visual timetables,
prompt cards, highlighters, dictionaries,
maths equipment,
Specialist, individualised support and
provision
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Where teaching assistants are in the
classroom, they facilitate
independence.
Pupils have personalised equipment to
help them to learn, such as talking tins,
overlays and timers.
Pupils have access to:
-task management boards
-prompt cards
-personalised timetables
Individual
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Teaching assistants working one-toone with pupils encourage them to be
specific about what they need help
with, along with asking them what they
have done already to find the help for
themselves e.g. asking peers,
checking learning wall, etc.
Additional support is shared to build
resilience in the young person, so that
they have self-coping strategies to
improve independence, e.g. structured
independent activities
Pupils have learning passports to
share with adults.
Personalised task management
boards and timetables are in place to
support independence.
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6. Health, wellbeing and emotional support
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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PSHE lessons include all pupils.
Kirsten Spargo and Cathy Brokenshire
coordinate provision for pupils with
wellbeing, emotional, physical and
mental health needs.
Buddies are trained to support fellow
pupils.
Bereavement counselling is available.
Pupil issues are dealt with by trained
staff as they arise.
Risk assessments are undertaken for all
trips outside the school grounds or for
practical activities or as annual
classroom assessments.
Specialist, individualised support and
provision
For small groups
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A Lunchtime Club is available for
vulnerable pupils at lunchtimes and is
supported by Paula Sampson (KS2)
and Tara Durrant-Light (KS1).
Time limited and monitored groups
address:
-self esteem
- social skills
-anger management
Multi-skills events are run to aid
resilience and emotional well-being,
e.g. inclusion festivals,
Risk assessments are carried out.
Individual
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TACs, Early support meetings and
reviews are supported by a range of
agencies.
Boxall profiling or similar is used to
tailor provision to need.
Additional support for students can be
requested from:
-CAMHS
-Social care
-Dreadnought
-Scallywags
-Penhaligons Friends
-Behaviour support service
-Educational Psychology
Individualised support is provided for
pupils who begin to display early signs
of health, well-being or emotional
needs.
Pupils with specific medical conditions
have individual health care plans.
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7. Social interaction opportunities
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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All pupils have opportunities for social
interaction, regardless of need.
All pupils belong to a class.
All pupils are invited on trips, visits and
residential visits.
All pupils have structured playtime and
lunchtime opportunities.
Older pupils are involved in paired
reading opportunities, including those
with younger pupils.
Specialist, individualised support and
provision
For small groups
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Peer mentors and play ambassadors
support younger children.
Our autism champion team led by
Louiza Harris, ensures social
interaction opportunities for pupils with
autism.
Social skills groups, e.g. beach school
Individual
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Teaching assistants use social stories
with individual pupils.
Peer mentors and play ambassadors
support vulnerable children.
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8. The physical environment (accessibility, safety and positive learning environment).
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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All areas of the school are accessible to
everyone including those pupils with
SEND.
King Charles has two lifts, one housed in
the new building and one in the main
building.
We have wheel chair accessible
classrooms.
Pupils feel safe and in an environment
where should bullying occur, it is dealt with
quickly and effectively.
Cathy Brokenshire is the designated
‘Safeguarding Lead’. Kirsten Spargo is the
stand-in safeguarding officer and
designated teacher for Looked after
Children.
All areas of the school are uplifting,
positive and support learning.
Teachers focus on rewarding good
behaviour to promote a positive learning
environment.
The rewards and sanctions system is
robust and displayed around the school.
Specialist, individualised support and
provision
For small groups
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Some adapted PE equipment is
available.
Some toilets are adapted by height.
There are a number of named adults
who are ‘team-teach’ trained.
Individual
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We have a disabled toilet with a hoist
and a changing table.
Space can be made for simple
physiotherapy.
Specialist equipment in practical
lessons enables disabled pupils to be
independent.
Adjustable chairs/tables are
available.
Classrooms and corridors are made
accessible for pupils with sensory
needs.
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9. Transition from year to year and setting to setting
Whole school approaches
The universal offer to all children.
Additional, targeted support and provision
Whole class
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There are strong links with feeder pre- and
secondary schools. Staff identify children
who may need extra support at transition
from KS2 to KS3.
Primary children visit secondary school
regularly from year 3 for specific events.
Secondary staff visit and teach/support
feeder primary schools.
Taster days for students in years 5 and 6;
two or more induction days for year 6
pupils and some students in year 6 are
also invited to attend Summer School.
Within school, there are 3 transition
opportunities to meet the new class
teacher and classroom in the summer
term.
Nursery-aged children are invited into King
Charles Reception during the summer
term.
Specialist, individualised support and
provision
For small groups
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Buddy systems are in place for pupils
who are particularly vulnerable at
transition.
Pupils identified as possible
struggling with transition have many
additional visits in small groups.
Individual
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SENCO attends pre-school TAC,
Early support and review meetings.
The secondary SENCO is invited to
year 5 and year 6 annual statement
reviews (and earlier if the parent
requests this).
An adult is identified to support
transitions and/or a transition,
communication passport is put
together.
Pupils have a structured and gradual
transition package from setting to
setting. This ensures that they are
very familiar with routines, key
members of staff, running of the
school day, environment, etc.
Year 6 pupils with SEND have extra
visits to the receiving secondary
school if applicable or necessary.
Parents can arrange meetings with
the new teacher to discuss pupil’s
needs prior to transition.
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Services and organisations that we work with:
Service/organisation
School nurse team
Educational
Psychologists (EPs)
Speech and
language therapy
Behaviour support
service
What they do in brief
Screening for hearing tests and
Make referrals to:
Speech and language therapy, Paediatrician,
Cornwall Healthy Weight programme,
Bladder and bowel services, Children’s mental health services, Family support services, Ophthalmology for eye
problems,
Dietician.
Carry out health assessments for all children starting primary; weigh and measure reception and Year 6 pupils,
provide support to school where a child has a health condition; attend TAC meetings to provide health support.
EPs work together with the staff of nurseries, schools and other organisations, to develop and improve the life
chances of children and young people.
They may work directly with children and young people. This work usually focuses on observation and assessment to
provide information and advice that will help those who have responsibility for the child’s care and education.
They may be involved in discussions (consultation) about individual children without necessarily meeting them. The
aim is to provide advice to those who have day to day responsibility for meeting the child’s educational needs because
these adults are in the best position to help.
They work closely with children who have various levels of speech, language and communication problems, and with
those who have swallowing, drinking or eating difficulties.
The service offers frontline support with pupils and helps build capacity in schools to support challenging behaviour.
•Liaison with or signposting to other agencies or resources.
•Gatekeeper for Nurture Groups and KS2 provisions in Alternative Provision Academies
•Pupil Advocacy for vulnerable pupils.
•Support with Managed Moves at school request
•Attendance at relevant TAC/CAF, PSP meetings, Child Protection conferences, Annual Reviews.
•Transition support and attendance at transitional reviews if required.
The Behaviour Support Service can also offer support to schools in the aftermath of a critical incident.
The service also provides ‘Team Teach’ (Restrictive Physical Intervention) training to education settings.
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Answers to Frequently asked Questions
1 How does your school know if children/young people need extra help?
Throughout the school we monitor and track progress of all children by an ongoing process of planning, teaching and assessment.
High quality teaching, personalised for individual pupils is the first step in responding to pupils who may or may not have SEN.
2. What should I do if I think my child may have special educational needs?
Speak to your class teacher to share your concerns. An Initial Concerns meeting can be held involving you, the class teacher and
the SENCO to consider all the information from within the school about the pupil’s progress, alongside national data and
expectations of progress as well as any information gathered from home. A decision will then be made about the pupil’s needs.
3.. Who is responsible for the progress and success of my child in school?
According to the Code of Practice 2014, ‘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’. Teachers are supported by the
SENCO, Assistant Head Teachers and Head Teacher.
4. How will the curriculum be matched to my child’s needs?
Teachers plan and differentiate lessons to ensure that tasks match pupils’ ability or needs and pupils are grouped according to
ability for Literacy and Maths. Teachers use a range of teaching styles which recognise individual learning styles of pupils in class
and a range of resources are available to support all.
5. How will school staff support my child?
Teaching staff will clearly explain how they will help pupils reach the expected outcomes. This may involve TAs and HLTAs
providing additional support within literacy and numeracy lessons as well as small withdrawal groups and 1:1 teaching by staff.
6. How will I know how my child is doing and how will you help me to support my child’s learning?
Parents and pupils (where appropriate) will be invited to termly meetings to review progress against their targets and be involved in
setting new targets for the term ahead. Parents are welcome to make an appointment to meet with the class teacher or SENCO at
any time to discuss pupil progress or how to best support their child at home.
7. What support will there be for my child’s overall wellbeing?
Our aim is to ensure that all pupils feel happy, safe and valued in school. We use: positive behaviour strategies within the
classroom and across the school; SEAL programmes (Social and Emotional aspects of learning); access to extra-curricular clubs;
positive play and positive play partners.
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We have a member of staff to work with pupils who are experiencing specific social, emotional or mental health difficulties through
small group or 1:1 provision. We run a lunchtime club to support pupils who find it difficult to manage socially or emotionally over
the lunchtime period.
8. How do I know that my child is safe in school?
Children’s safety is paramount to us. We have very clear procedures in school to ensure that protocols are followed carefully,
including adult to child ratios. Risk assessments are conducted regularly within school and when going out on school trips or
residential visits, overseen by a senior member of staff, Mr Moscato. Children with medical needs have individual care plans in place
and we have paediatric first aid trained members of staff on hand as necessary. All staff working in school have been screened by
DBS checks. Mrs Cathy Brokenshire is the school’s Designated Child Protection Lead; Mrs Kirsten Spargo is the stand-in Child
Protection Lead and Liz Brand is our school governor overseeing safeguarding.
9. What specialist services and expertise are available at or accessed by your school?
Within school, we have staff trained to support children with speech and language difficulties; literacy and maths interventions;
social emotional and mental health difficulties; and sensory and/or physical needs. We have an Autism Champion, Louiza Harris,
who is our in-house expert and resource for pupils with autism, staff and parents. The SENCO conducts dyslexia screening tests for
children aged seven or above. In addition to this, we can refer to many agencies including the school nursing team, an educational
psychologist, behaviour support service, speech and language therapy, audiology service, dyslexia advisors, CAMHS, family
support workers.
10. What SEND training have the staff at school had or are having?
The SENCo ensures through liaison with the appropriate agencies that necessary training is undertaken by staff working with
children with specific needs. In addition to this, all staff undergo regular training to support all pupils, for example most recently,
whole staff have undertaken Thrive training. We are currently working towards our Inclusive Dyslexia Friendly Schools award which
will be beneficial for all children.
11. How will my child be included in activities outside the classroom including school trips?
In accordance with the Equality Act (2010), we operate an equal opportunities policy for children with special educational needs and
disabilities who are afforded the same rights as other children. Our staff are committed to identifying and providing for the needs of
all children in a wholly inclusive environment, including when on school trips.
12. How accessible is the school environment?
The school has two lifts, one housed in the ‘new’ building and one in the ‘main’ building to ensure access to the first floor
classrooms. There is a disabled toilet with a hoist and a changing table located in the main building. Space can be made available
for simple physiotherapy. Ramps are used to ensure access to all parts of the school and grounds. The staff car park has a
dedicated disabled badge holder space.
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13. How will school prepare and support my child through the transition from key stage to key stage and beyond?
We ensure that there are plenty of opportunities for pupils with SEN to visit their new environment and get to know their new adults.
Some pupils have a Communication Passport booklet all about them which can be shared with new adults. For some children it is
helpful for them to have photos of their new staff/key workers over the holidays in order to prepare for change. Parents of children
with significant needs are invited to school in the summer term to meet the new teacher and SENCO to be able to find out
information and ask questions about the year ahead. For Year 5 or 6 children with Statements or EHCPs, the secondary SENCOs will
be invited to the annual reviews and any TAC/Early Support meetings.
14. How are the school’s resources allocated and matched to children’s special educational needs?
Each half-term, pupil’s progress and data are discussed by staff. Where a child is falling behind or not making sufficient progress,
Interventions and resources are swiftly put in place either by the class teacher or the SENCO and carefully monitored to ensure they
are working.
15. How is the decision made about what type and how much support my child will receive?
We use a graduated approach using the assess, plan, do and review model to support children with SEN, linked to the question
above. We identify the pupil’s needs and put in effective SEN provision which will be revisited, refined and revised with a growing
understanding of what supports the pupil in making good progress and ensuring good outcomes. It may be that despite having
received extra support a pupil is still making little or no progress in their area of need, and therefore we would seek parental
consent to refer to an external agency (as mentioned in Question 9) for further advice.
16. Who can I contact for further information?
You are very welcome to make an appointment with the SENCO, Kirsten Spargo; the Assistant Head Teacher, Cathy Brokenshire,
the Head of School, Lee Moscato, or the Executive Head Teacher, Claire Fortey. Or check out our school website: for further
information regarding the SEN policy and linked legislative documents.
17. How is your Local Offer reviewed?
The school offer will be adapted and updated regularly as necessary and parents will be invited to comment on the provision of the
school offer.
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