Quick Links

Quick Links

Reculver CofE Primary School


SEN Information Report

At Reculver C.E.Primary School we welcome everyone into our community. Reculver C.E.Primary School endeavours to make available inclusive provision to ensure that all pupils, including those pupils identified with Special Education Needs and Disabilities, can enjoy and benefit from a broad and balanced education with access to the National Curriculum at an appropriate level, so that they may achieve their full potential.

We are committed to narrowing the attainment gap between pupils with Special Education Needs and Disabilities and those without Special Education Needs and Disabilities and offer a range of personalised learning interventions/opportunities to support this. We are very proud of all our pupils and their achievements.

The School

Reculver is a primary school for pupils of 4+ to 11 years of age. The number on roll is currently approximately 500. There are 19 classes in total ranging from the Early Years to Year 6. The majority of these have 21 to 30 children of mixed ability. There are approximately 19.6% pupils on the SEN register (July 22), with a higher-than-average level of pupils with more complex needs. In July 22, 30 pupils had an Education Health Care Plan, including 21 pupils within the Visual Impairment (VI) and Cognition and Learning (C&L) Specialist Resource Provision (SRP).

All SEN, VI and C&L pupils are included alongside their peers and access the full range of National Curriculum subjects when it is appropriate to do so. All teachers scaffold / adapt in all subjects as appropriate with intervention programmes implemented as necessary in special groups across the school. Bespoke curriculum interventions are also delivered which are planned and monitored by the class teacher.

Each Class has a Class Provision Map in addition to the Personalised Plans produced for pupils with the most severe and complex needs, as a means of recording additional and different interventions and progress tracking for all the pupils in their class, regardless of whether or not they have additional needs.  Provision Mapping is a constant focus of ongoing development and improvement.

Pupils who have been identified as SEN Support, and who have a package of intensive and personalised support (some funded by High Needs Funding) and those with an Education Health Care Plan have Personalised Provision Plans.

In the last OFSTED report (2018), it was stated that “pupils who have special educational needs (SEN) and / or disabilities make strong progress, particularly in reading, writing and mathematics.

The majority of the Teaching Assistants employed at Reculver C.E.Primary School work with pupils with Special Education Needs and Disabilities on a full time or part time basis. Some are specifically targeted towards supporting pupils with SEND while others have particular areas of focus with SEN Support children.

A number of Teaching Assistants have a more general role, especially within the Early Years and Key Stage 1 classes. Others, with more specialist training support children within the VI and C&L SRP.

A Lead practitioner for Speech and Language coordinates the Speech and Language support across the school. A Lead practitioner for VI and Medical needs as well as a Lead Practitioner to support C&L work including use of visuals, Social Stories, Clicker 8 and progress tracking support within the SRP.  Opportunities for professional development of all support staff are welcomed and valued.

The Education Endowment Foundation recommendations about appropriate use of Teaching Assistants have been used by the Education Psychology service to design and deliver training to all Teachers and TAs in school on the effective use of TAs to promote the independence of pupils. Reliance of pupils on any one particular adult is therefore discouraged.


 How does the school take care of the Health Needs of its pupils?

A member of staff provides coordination of all the medical needs of pupils, ranging from maintenance of medical records to management and administration of medication and liaison with medical professionals in the development of Individual Health Care Plans and provision of specialist staff training in liaison with the school Nursing Service.

What SEND has the school recently or currently provide for? 

We are experienced and committed to supporting pupils in our school who have a range of Special Education Needs and Disabilities including:

  • Autistic Spectrum Condition
  • Attention Deficit Hyperactivity Disorder
  • Cerebral Palsy
  • Cognition and Learning Difficulties
  • Down Syndrome
  • Dyslexia
  • Dyspraxia
  • Emotional Needs
  • Epilepsy
  • Genetic Conditions
  • Hearing Impairment
  • Physical Disabilities
  • Severe Learning Difficulties
  • Speech, Language and Communication needs
  • Spinal Muscular Atrophy
  • Tourette’s Syndrome
  • Vision Impairment

Who is responsible for the pupils with Special Educational Needs and Disabilities?

The member of staff with overall responsibility for pupils with Special Education Needs and Disabilities is Mrs Fiona Cunningham who has the role of Inclusion Manager. She is a qualified teacher and holds the National Award for SEN Coordination. She also holds the Mandatory M Phil Postgraduate qualification and is a Qualified Teacher of children with Vision Impairment (QTVI).  Her email address is: fiona.cunningham@reculver.kent.sch.uk and she is happy to answer any queries you may have about our local offer.

We are proud of our ethos of Inclusion at Reculver and as a result, all our staff feel it important to take responsibility for the inclusion of all our pupils, whatever their Special Educational Need or Disability.


What support is offered within the Specialist Resource Provision (SRP)?


Reculver C.E.Primary School has had a Specialist Resource Provision for the Vision Impaired since the 1990s. The provision has now expanded to also meet the needs of pupils with Cognition and Learning difficulties and is funded for 15 pupils. Currently (September 22) we have 4 pupils within the SRP with an Education Health Care Plan for Vision Impairment who are registered either blind or partially sighted and 13 pupils with an Education Health Care Plan that includes Cognition and Learning needs.  For a child to be supported by the provision, they must have an Education Health Care Plan with either Vision Impairment as their Primary Need or a significant Cognition & Learning Need.

We work closely with the Local Authority and parents to ensure that our Specialist Resource Provision most appropriately meets the needs of children with a Vision Impairment and or Cognition & Learning need. The Specialist Resource Provision (SRP) at Reculver C.E. Primary School provides the opportunity for additional alternative curriculum activities to be experienced by SRP pupils that is above and beyond the offer of the mainstream classes. Pupils are able to access specialist input in a separate designated area according to their individual needs, for example from an Occupational Therapist or Speech and Language Therapist. Some specialist teaching in, for example, Braille and Mobility are taught alongside the National Curriculum. All pupils are given the opportunity, when appropriate, to be taught in the classroom alongside their peers. As one of a few such SRPs in Kent, pupils travel from beyond the local catchment area of the School and transport can be discussed with the Local Authority if parents wish.

The provision for VI pupils is overseen by Mrs Fiona Cunningham who is a qualified Teacher of the Vision Impaired (QTVI). There are currently three Teaching Assistants who have a variety of experience, training and expertise in supporting the vision impaired including knowledge of Braille and use of technology to support pupils. In addition, a Lead VI Practitioner oversees the day to day provision for the VI pupils.

The provision for Cognition and Learning pupils is overseen by the Specialist Teacher for Cognition and Learning. As part of her role, she works directly with SRP pupils, sets and monitors targets and trains staff to deliver bespoke interventions.

Our Specialist Resource Provision (SRP) contains all the resources, technology and specialist equipment to enable the team of Teaching Assistants to adapt and provide resources for the pupils that they support. The level of adaptation can depend on whether the resources are required in Makaton symbols, large print or in a tactile version, such as Braille. Our library of resources includes a variety of fiction and non-fiction books in Braille and enlarged print.

We are members of the RNIB lending library, CustomEyes (Blind Children UK) and Clear Vision books based at Linden Lodge School in Wimbledon.  Should children need to learn Braille, we have Perkins braillers. We also have adaptive software ‘Supernova’ on designated computers (which reads text aloud). We also provide a laptop or IPad with software that replicates the information on the class Interactive Whiteboard for children’s use if appropriate. We have previously applied successfully for electronic braillers and ‘BraillenoteTouch Plus machines’ for pupils who are becoming proficient braillists. Other technology used includes handheld electronic magnifiers as well as portable CCTV devices which can be used in the classroom and enable accessibility for children alongside their peers.

Pupils, who require Mobility tuition, including the use of long cane, are supporting by Kent Association for the Blind who visit on a regular basis.

All staff have an awareness of Makaton and those working closely with the pupils who use Makaton are skilled in its use. Communicate in Print software is available throughout the school and is used to produce written communication symbols. Clicker 8 software is also available for use.

The school has close links with Schools and Units for the Vision Impaired including local Secondary Schools with resourced provision such as the Archbishop’s School in Canterbury and The Charles Dickens School in Broadstairs where many of our children move onto for the next stage in their education. Transition to Secondary School is carefully co-ordinated with the support from the Local Authority Specialist Teacher in Charge of Sensory Needs, Schools concerned and, of course, the families and carers.

Close links are maintained with the outreach services from St Nicholas Special School who provide support, particularly with resource making, including development of Social stories and other visual communication aids. 

The Cognition and Learning Specialist Teacher supports the needs of the pupils in the school by direct involvement with the majority of the C&L pupils in the SRP as well as providing ongoing training and support for the staff in the school. This includes awareness events for all staff and more specific specialist training for staff working directly with pupils with C&L needs.  She also provides In Reach support for pupils in school with Cognition and Learning needs.

The School encourages positive inclusion of our pupils in the SRP in all aspects of School life and we feel strongly that the whole school community benefits from having the provision on site and that it epitomises the Christian ethos of our Church of England School.

SRP pupils routinely take part in the school productions, become members of the School Council and join all school trips including those to residential activity centres. Our SRP pupils are fully included and make many friends amongst their peers.

How does the school know if a pupil needs extra help and what should I do if my child may have Special Educational Needs?

Definition of SEN Support

The reference document that was used to formulate Reculver C.E. Primary School’s definition of SEN Support, is the SEN Code of Practice dated January 2015. The following template summarises the usual criteria used for the identification of pupils in the school that are to be identified as SEN Support. 

The following template is used as a guide only and is not prescriptive, there are exceptions and judgements are made by the Inclusion Manager following discussions with the Class Teacher on the impact on learning and also the level of additional interventions that are required to support the individual pupil’s access to Learning Intentions.

Reference Template for identification of Pupils that are to be identified as SEN Support (SEN COP 6.14 P94)

Year Groups

Communication, Language, English and Maths

SEN COP References

Early Years – on Entry to School

  1. External Agency support: Paediatrician, STLS, OT, Speech and Language (Not if only for Speech Production issues as these could be developmental issue that may resolve themselves).
  2. SEN Funding in Place from Nursery

(a) SEN COP 6.28 p97

Early Years – End of Foundation Stage

  1. Working within 30 – 50 months or lower
  2. Ongoing External Agency support as above including Speech and Language for speech Production issues (developmental speech production issues should have been resolved by the age of 5)

(c) SEN COP 6.30 p97

(c) SEN COP 6.45 p100

By the end of Year 1

  1. Any of the above
  2. Lack of expected progress despite accessing appropriate interventions (Progress of less than 3 steps in the year in Reading, Writing or Maths)


(f) SEN COP 6.30 p97

(f) SEN COP 6.37 p99

(f) SEN COP 6.38 p99

(f) SEN COP 6.45 p100

Year 2 to Year 6

  1. Despite having met the Mainstream Core Standards (High Quality Teaching), the pupil is working significantly below ARE (one year or more below ARE)
  2. Lack of expected progress despite accessing appropriate interventions (Progress of less than 3 steps in the year in Reading, Writing or Maths) such that if interventions were withdrawn the child would not be able to make further progress.
  3. Requiring External Agency support: Paediatrician, STLS, OT, Speech and Language
  4. Receiving Multiple personalised interventions due to complexity / severity of need (In receipt of High Needs Funding)
  5. Having long term and substantial barriers to making progress (medical, ASD, ADHD, Attachment Disorder, Dyslexia, Dyscalculia, Dyspraxia, Physical, VI, HI) which require support / intervention / resources that are above and beyond the school’s offer of Mainstream Core Standards.


(g) SEN COP xiv. P16

(g) SEN COP 1.24. P25

(g) SEN COP 6.37 p99

(g) SEN COP 6.38 p99


(h) SEN COP xiv. P16

(h) SEN COP xv. P16

(h) SEN COP 6.30 p97

(h) SEN COP 6.37 p99

(h) SEN COP 6.38 p99

(h) SEN COP 6.45 p100


(i) SEN COP 6.47 p101



(j) SEN COP xv. P16

(J) SEN COP 6.30 p97

(k) SEN COP xviii P16

(k) (SEN COP xiii. P15)

(k) SEN COP 1.32. P27

(k) SEN COP 6.29 p97

 (K) SEN COP 6.31 p98

(K) SEN COP 6.32 p98

(K) SEN COP 6.34 p98

(K) SEN COP 6.47 p101

If a pupil is identified as having a Special Educational Need or Disability (SEND) whilst at Reculver C.E. Primary School, parents / carers are informed and the pupil is placed onto the SEND register as “SEN Support”. The SEND register is kept in school.

Pupils with a SEND are identified throughout the transition process when moving to Reculver C.E. Primary School, through meetings with key staff at their previous educational setting. If an Educational, Health and Care Plan (EHCP) is in place, the Local Educational Authority will be involved throughout the transition process. We offer a range of support during transition to help students become accustomed to the new faces and the change of environment before starting with us.

While pupils are at Reculver C.E. Primary School we may carry out a range of diagnostic and baseline testing at the request of the class teacher, which allows us to identify students who require further intervention for literacy and numeracy or may have some learning needs in these areas. Some of the additional assessments currently carried out by trained staff include:

  • Speech Link
  • Language Link
  • Visual Stress
  • Verbal Reasoning
  • Non Verbal Reasoning
  • KCC approved assessments for Dyslexia:
    • GL Assessment Single Word Spelling test
    • GL Assessment Single Word Reading test
    • CTOPP Memry sub test
    • NFER Nelson Self Esteem
    • Lucid Rapid Dyslexia Screener
  • Dyscalculia Screener
  • Boxall Profile (Nurture Group Network)

If parents or carers are concerned about their child’s educational needs in the first instance concerns should be raised with their child’s teacher. If further guidance is still required, then the school’s Inclusion Manager is happy to help.

Support for individuals and groups of pupils is on a needs led basis and is decided and reviewed at regular termly Pupil Progress Meetings involving the Headteacher, Deputy Headteacher, class teachers, Wellbeing Manager and the Inclusion Manager. Teachers and support staff meet regularly to review provision of interventions, set new targets and review Provision Maps and Personalised Plans. Individual pupils’ views are valued and included in this process as appropriate to their level of understanding.

Class or Year Group Provision maps are in place and these are reviewed on a schedule linked to the Pupil Progress Meetings three times a year and when required, additional meetings can be arranged with the Inclusion Manager and Class Teachers. Personalised Plans, for those pupils with more complex support needs are also reviewed three times a year and are shared with parents and carers at Parents Evenings and at the end of the Academic Year. Parents Evenings take place twice a year with written Reports issued for all pupils at the end of the Summer Term.

Pupils with an Education Health Care Plan in place are formally reviewed, in addition to these opportunities to discuss pupil progress and support, at Annual Review meetings.

How will Reculver school support my child?

At Reculver we use a graduated approach to meeting an individual pupil’s needs.

For the majority of pupils quality first classroom teaching will fulfil their learning needs incorporating the KCC Mainstream Core Standards. Some pupils may require the curriculum to be slightly adapted or differentiated for the individual to access the curriculum in order to make progress. These students will not necessarily be on the SEND register. Their needs can be met within the Mainstream Core Standards Core offer of the school and by the application of Quality First Teaching. The criteria used to decide in what circumstances a pupil will be identified as SEN Support was outlined previously in this document.

Some pupils may require much more intensive and personalised support and therefore meet the criteria set down by KCC to be eligible for High Needs Funding. These pupils will require bespoke curriculum interventions and will always be identified on the SEN register as SEN Support.

For a few pupils with more complex needs they may require even more intensive and long term support in order to thrive at school. These students will have an Educational, Health and Care Plan (EHCP) which will set out clearly what provision the student needs to achieve at school. These pupils are also monitored by the Local Education Authority SEND team (Kent County Council). High Needs Funding will be applied for, as a separate process, to enable to school to meet the additional provision requirements identified in the Education Health Care Plan.

Support and interventions offered in class for all pupils, including those identified as SEN support are:

  • Teaching Assistant support
  • Scaffolded / adapted teaching and learning
  • Numeracy Intervention
  • Literacy Intervention
  • Nurture Intervention
  • Handwriting group
  • Paired reading
  • Organisation Skills Resources
  • Fine motor resources (such as sloping desks, pencil grips, specialist pens, pencils, scissors and rulers)
  • Attention aids (Fidget cushions, fiddle toys, stress balls etc.)
  • Visual prompts( including personal timetables, task managers, personal organisation list)
  • Social Skills groups
  • Speech, Language and communication Skills individual sessions
  • Fine and Gross motor groups such as Clever Hands and Fizzy sessions
  • Self Esteem groups and individual sessions
  • Sensory circuits

What specialist services and expertise are accessed by the school?


At Reculver C.E. Primary School we feel that having as much information about a student is key when supporting them. We regularly liaise with a range of external agencies and we will follow guidance given when possible. We will always seek parent / carer consent before referring a pupil to an outside agency. We do encourage parents to allow and request agencies to share information with a key member of staff at school.

Our experienced staff are supported by access to the support offered by many organisations and charities, some of which are mentioned below: 

  • NHS and Private Speech and language therapists
  • Occupational Therapists both private and those from the Children’s Assessment Centre at Kent and Canterbury Hospital
  • Physiotherapists from the Children’s Assessment Centre at Kent and Canterbury Hospital
  • Play Therapists
  • Consultant Paediatricians and other medical professionals from various hospitals
  • Specialist Teaching and Learning Service for Cognition and Learning, Social Emotional and Mental Health, Hearing Impairment, Visual Impairment, Physical Difficulties etc.
  • Educational Psychologists
  • School Nursing team.
  • Children’s and Adolescent Mental Health Service (CAMHS)
  • Early Help Team
  • Various Charitable organisations including Rising Sun Domestic Violence Project


The use of technology is encouraged and embraced and staff keep up with the latest developments.

All classrooms are equipped with Interactive whiteboards and several computers. The background colour of the Interactive whiteboards can be adjusted to support the needs of pupils with visual discomfort symptoms.

There is a class based resource of laptops to enable whole classes to have use of a personal computer at one time.

 Additional resources include:

  • Mini Laptops for pupils to use in their class for word processing (eligible pupils include those with Dyslexic tendencies or those with fine motor issues)
  • Large Interactive Display Screen on a portable and adjustable height stand to facilitate access to educational software programmes for pupils with fine motor issues.
  • Personal IPads for use in class to facilitate access to educational software programmes for pupils with fine motor issues.
  • Software for pupils with Dyslexic tendencies including Clicker 8.
  • Communicate in Print Software for the production of symbols.

What technology is available to support pupils needs?


The use of technology is encouraged and embraced and staff keep up with the latest developments.

All classrooms are equipped with Interactive whiteboards and several computers. The background colour of the Interactive whiteboards can be adjusted to support the needs of pupils with visual stress symptoms.

There is class based resource of laptops to enable whole classes to have use of a personal computer at one time.

 Additional resources include:

  • Netbooks and Laptops for pupils to use in their class for word processing (eligible pupils include those with Dyslexic tendencies or those with fine motor issues)
  • Large Interactive Display Screen on a portable and adjustable height stand to facilitate access to educational software programmes for pupils with fine motor issues.
  • Personal IPads for use in class to facilitate access to educational software programmes for pupils with fine motor issues.
  • Software for pupils with Dyslexic tendencies including Write On Line, Dragon Dictate, Clicker 8.
  • Communicate In Print Software for the production of symbols.

 How will both you and I know how my child is doing and how will you help me to support my child's learning? 

The progress of all pupils is monitored closely, both against personal targets and national data collected from other schools. We have a formal system of reviews in place to ensure the pupil is progressing and developing in line with their individual targets. We would always immediately revise the Provision Map if the pupil’s needs change. Our flexible approach to the pupil’s requirements aims to ensure that they will continue to develop in our education setting.

Parents /carers are consulted and made aware of how they can help their child. Education doesn’t stop at the end of the school day and so we welcome engagement, input and support from parents /carers. Parents /carers are encouraged to oversee and get involved with home learning.

 What training are the staff supporting children with SEND had or having?

 We hold regular training sessions on different areas of SEND and all staff have access to information and strategies to best help students with SEND.

All staff receive training that is relevant to the specific requirements of our pupils.

Courses recently attended by all Teachers:

  • KCC Mainstream Core Standards
  • Language Through Colour
  • Clicker 8
  • VI Awareness
  • Makaton training
  • Dyslexia Awareness
  • Dyscalculia Awareness
  • Practical strategies to Develop Emotional Resilience
  • Attachment Training
  • Appropriate use of Additional Adults in class / Overcoming barriers to learning
  • Increasing Independence in pupils
  • Great Learners / Growth Mindset

Staff for whom it is appropriate have also attended:

  • Down Syndrome Awareness
  • Autism Awareness
  • Epipen training
  • Earlybird Autism Training
  • Solihull Training
  • 6 Principles of Nurture
  • Impact of Attachment and Trauma / Adverse Childhood Experiences

In addition, Teaching Assistants are provided with specific training on the delivery of interventions as appropriate such as Dyscalculia interventions for example.

There is a significant bank of online training that has been built up over the past year for staff to access.

How will my child be included in activities outside the classroom including school trips?

Reculver C.E. Primary School has considerable expertise in arranging activities for pupils out of the classroom.  A range of activities are available including Key Stage 2 swimming. And the Year 6 residential trip, visiting historical properties, outings to the theatre, museums and visiting activity centres.

The coastal location of the school is exploited with regular trips to the beach and the Interpretation Centre situated at Reculver Towers in the Reculver Country Park. All pupils are included on these trips.  Pupils who are part of the SRP have additional opportunities through participation in additional trips out, the most recent of these being a Woodland Walk.

How accessible is Reculver school's environment?

A significant majority of areas used by pupils of Reculver have full disabled access with wheelchair ramps for all exterior access, and an electric lift to the first floor of the Upper School block.  There are two Care Suites on site, one fitted with an electronic hoist, shower, changing bed and height adjustable sink.  Disabled toilets and changing facilities are available across our site.

Pupils also have access to a wide range of specialist equipment including, touch screen technology, IPads with access to educational apps, mini laptops for word processing in class, to support pupils with Dyslexic tendencies or Fine Motor difficulties and a fully equipped “Ark” for use of Gross Motor resources such as a trampoline and Sensory Circuit equipment. There is also a Safe Space and “The Haven”, a Nurture room with piano, sofas and full length mirror. The Haven also accommodates a fully equipped, accessible kitchen, including seating around a farmhouse style table. There are two therapy pods which provide a quiet, small uncluttered space for focussed work with one or two pupils and one adult.  These are particularly useful for work on individual Speech and Language targets.

A soundfield system is installed in all Upper School classrooms as well as in many other classrooms around the school to support pupils with Hearing Impairment, ADHD, Auditory Processing issues and to aid the concentration and learning behaviour of all pupils in those classes.

We have procedures in place for communicating with parents and carers whose first language is not English. If a member of staff fluent in the required language is not available, we can access a translator service.

How are parents involved in Reculver C.E.Primary school?  How can I be involved?

At Reculver C.E. Primary School we aim to work in cooperation with parents and carers to create the best outcomes for individual pupils. For all parents and carers of pupils at Reculver C.E. Primary School we will invite you into school regularly throughout the academic year to discuss your child’s progress. We encourage all parents and carers to contact their child’s teacher if they have any concerns in the first instance. Our Office staff will be pleased to arrange this.

We believe that it is essential to have good relationships in place with parents and carers and welcome their support in class with providing our pupils additional opportunities to read to an adult.

Reculver C.E. Primary School has a formal system of Annual Reviews for pupils with an Education Health Care Plan (EHCP). These reviews assess progress and parents /carers are fully involved in this process.

The Designated Teacher for Children in Care, Fiona Cunningham, is always keen to support Carers with any issues they may have and the Wellbeing Manager, Paul Grainger, is also happy to provide support to parents and carers.

We hold parents’ evenings twice an academic year where educational progress can be reviewed and any queries dealt with.

Parents are represented on the Parents Council, meeting termly with members of the Senior Leadership Team.

There is an enthusiastic Parents, Teachers and Friends Association (PTFA) who are actively engaged in fund raising activities for the school, for which we and the pupils are very appreciative.

There is a VI and C&L Steering Group which meets two times a year during which parents, staff and KCC representatives are able to discuss all aspects of VI and C&L SRP provision at the school.

We always encourage parents and carers involvement and celebrate the fact they are engaged with Reculver C.E. Primary School.

How are complaints handled from parents of children with special educational needs, about the support provided by the school?

The normal arrangements for the treatment of complaints at Reculver C.E. Primary School are used for complaints about provision made for special educational needs. We encourage parents to discuss their concerns with the class or subject teacher, DSL/Wellbeing Manager, Inclusion Manager, Deputy Head teacher or Head teacher to resolve the issue before making the complaint formal to the Chair of the governing body.

If the complaint is not resolved after it has been considered by the governing body, then a disagreement resolution service or mediation service can be contracted. If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability), if the case refers to disability discrimination, or to the Secretary of State for all other cases.

There are some circumstances, usually for children who have a Statement of SEN&D where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.

As such, it should follow the school’s normal complaints policy, but if it is unresolved then we can ask a mediation service to become involved.