SEN Policy

Agreed December 2013

Reviewed October 2017


Mabel Prichard School caters for children aged between two and nineteen years of age with severe and / or profound and multiple learning difficulties.

Statement of Special Educational Needs

All children attending Mabel Prichard School have a Statement of Special Educational Needs or an Education Health Care Plan (EHCP). These are legal documents to ensure the child receives the correct provision to meet their individual needs. This Statement or EHCP is reviewed annually at a formal meeting with parents and professionals.

Named people

Clare Hewitt is the member of the Governing Body is responsible for Special Educational Needs. They provide support and guidance to parents / carers if and when required and support and challenge the school in meeting their statutory requirements.


All children are entitled to a broad and balanced curriculum which is relevant and differentiated accordingly:-

  • elements are drawn from the National Curriculum, Early years Foundation Stage, 14-19 Curriculum and Mabel Prichard’s Developmental Curriculum for English, Maths, PSHE and Computing
  • support and advice can be sought from other Professionals e.g. a Physiotherapist, an Occupational Therapist, a Speech & Language Therapist, SENSS, Inclusion Team, Educational Psychologist and LDCAHMS.
  • the curriculum is differentiated into three levels (supported, core and extended) for all medium term plans
  • children have access to mainstream lessons / specialists through co-location opportunities
  • B-Squared is used an assessment tool across at all key stages. B-squared is used to inform IEP’s and Annual Review reports


  • Teachers are responsible for assessing the needs of the children in their class, with the help of other professionals including Speech Therapist, Physiotherapist, Occupational Therapist and where appropriate LDCAHMS.
  • Teachers prepare a termly outcomes plan which breaks down the steps needed for individual students to achieve their longer term EHCP outcomes and monitors progress towards these. These are reviewed regularly and shared with parents / carers.
  • Teachers keep succinct records of each child’s progress including samples of work, photographs and video clips on ipads.
  • Parents are informed of their child’s progress at Annual reviews, parents evenings and through an end of year report.
  • Children have access to specialists teaching rooms e.g. sensory room, soft play room, Jacuzzi and D&T room
  • The school uses a variety of teaching strategies to meet the needs of all pupils e.g. TEACCH, Waldon, 1:1 and small groups
  • The school uses a varied menu of communication aides including signing, PECS, Big Macs, Proloquo2go and Communication Books
  • The school provides extra-curricular activities in the form of After School Clubs and Holiday Playschemes and supports pupils accessing off site activities such as Yellow Submarine, Dovecote ASC and Parasol
  • The school is highly committed to ALL staff been trained in the form of whole school INSET days, weekly staff meetings and attendance at County meetings


  • The school offers an Outreach Service Level Agreement (SLA) to mainstream schools provided by the Assistant Headteachers.
  • The Foundation Stage Teacher works very closely with  the Early years SEN Inclusion Team
  • Class Teachers support children into the school through supported transitional visits
  • Class teachers support children moving on to new schools through transitional visits prior to leaving Mabel Prichard School

This policy is closely linked to the Equal Opportunities Policy