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Special Educational Needs

Inclusion and Wellbeing support for pupils at Reculver C.E. Primary School
What is Inclusion in our school?

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

Every pupil at Reculver C.E. Primary School is very much an individual and their needs are assessed as such. We welcome any child, and endeavour to maintain a supportive working relationship with parents and carers.

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

 The member of staff with overall responsibility for pupils with Special Educational Needs 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 the Vision Impaired (QTVI). Her email address is: and she is happy to answer any queries you may have about Inclusion in our school.

We are proud of our ethos of Inclusion at Reculver.  This is shared by all our staff who each feel it important to take responsibility for the inclusion of all our pupils, whatever their Special Educational Need or Disability.

What support do you offer pupils with Visual Impairment and / or Cognition & Learning needs?

Reculver C.E. Primary School has provided a Specialist Resource Provision (SRP) for pupils with a Vision Impairment since the 1990s. The SRP has also recently expanded to meet the needs of pupils with Cognition and Learning difficulties and is currently funded for 14 pupils. 

For a pupil to be supported by the SRP, they must have an Education Health Care Plan, with either Vision Impairment as their Primary Need or a significant Cognition & Learning Need. 

What is meant by the term Specialist Resource Provision?

Role and aims of Reculver C.E. Primary School  Specialist Resource Provision


Abbreviations used in this document are as follows:

SRP – Specialist Resource Provision

CYP – Child/Children/Young People

EHC – Education, Health and Care

EHCP – Education, Health and Care Plan

VI – Visual Impairment

C+L – Cognition and Learning

OT – Occupational Therapist/Therapy

SALT – Speech and Language Therapist/Therapy


SRPs explained

An SRP provides specialist provision within a mainstream school for pupils who, without an increased level of specialist support would be unlikely to make progress in learning and across the wider curriculum. An SRP is led by a specialist teacher who holds or is working towards a post graduate qualification in the designation of the SRP. Support staff will have enhanced levels of training. CYP in the SRP may have direct access to SALT or occupational therapy OT, if this is part of their EHC plan.

For CYP to be considered for placement in an SRP they must have an EHC Plan and there must be clear evidence (either through an EHC needs assessment or through review of their EHC Plan) that, without a high level of specialist support, they would find it difficult, or be unable, to participate in activities, including learning, alongside their peers, in a mainstream school.

When CYP are placed in a school where they are to receive support from the SRP, the expectation is that they will, in time, receive the majority of their teaching alongside their peers within lessons and that they will participate, where ever possible, in the wider life of the school. Inclusion in the mainstream school will range from 0% (for instance, on admission) to up to 80% (with support) for CYP across the SRP, with the percentage of inclusion being specific to the needs of the individual CYP.

All CYP in the SRP will have an individualised programme based upon their needs and learning profile (strengths, interests and difficulties.)




CYP with SEND requiring support through placement within an SRP

Evidence of CYP requiring support from an SRP will be identified through the EHC needs assessment process supported by the SRP Panel, or during the Annual Review process for CYP with an existing EHCP.

CYP who are likely to require SRP support to successfully access a mainstream school may be presenting with one, or some, of the following indicators:

  • making little, no or retrograde progress in either learning and/or social and emotional development, despite the current school making best endeavours to support their needs
  • a history of not accessing mainstream activities and lessons and/or not accessing successful relationships with their peers due to high levels of anxiety and presenting behaviours
  • refusing to attend school for a prolonged period or indications that this would be the case, without prolonged and intensive support from school and parents/carers
  • a deterioration in mental health and/or challenging behaviour due to anxiety and frustration relating to their SEND in a mainstream school


In addition to these indicators, each SRP may have their own specific entry criteria.


Specific Entry Criteria for Reculver SRP

Reculver SRP has seven commissioned places for CYP with VI and seven commissioned places for CYP with C+L difficulties.

Usually only two CYP in each specialist area of need (two VI plus two C+L) can be admitted in the SRP, per academic year, due to physical space constraints in classrooms, to enable the CYP to work with their mainstream peers. This stipulation is made to ensure effective inclusion and learning opportunities for all CYP.

All places in the Reculver SRP are commissioned by Kent Local Authority who consult with the Head Teacher and governing body following deliberation of the SRP Panel. Reports and any other available information, will be scrutinised by the panel members who will carefully consider the needs of the individual CYP, together with those of other CYP already placed in the SRP and the wider school.


Designated staff from Reculver School will support the decision making progress by visiting the CYP to observe them in their current setting/school and liaising with staff to gain further insight into the CYP’s needs.

Transitions to the SRP will be carefully planned and supported to enable success.



Cognition & Learning SRP at Reculver C.E. Primary School

For Reculver’s C+L SRP places, no specific diagnosis is required.

However, the CYP must have an EHCP stating that one of their main barriers to learning is in the dimension of Cognition and Learning. For instance, CYP may have Global Developmental Delay, a Specific Learning Difficulty (e.g. Dyslexia or Dyscalculia) or Severe Learning Difficulty.


Alternatively, CYP may have a main area of need in another dimension that is significantly impacting on their Cognition and Learning eg. ASD or SLCN.  In these cases, evidence through attainment data that the CYP is at least one year behind Age Related Expectations, would be required.



VI SRP at Reculver C.E. Primary School

Reculver’s VI SRP places are for CYP who require a level of specialist support including braille teaching and/or adaptation of learning materials. The CYP must have a diagnosis of Sight Impairment (SI) or Severe Sight Impairment (SSI)


Expectations for CYP in Reculver SRP


CYP in the SRP will be expected to access a high level of mainstream inclusion (up to 80% supported) in order to experience a variety of learning and social opportunities, and to generalise their Iearning and self-help strategies.

There is also an expectation that CYP will work towards spending increased time unsupported in their learning, to further their independence.


CYP will spend time out of the mainstream classroom working with specialists such as OT, SALT, C+L Specialist Teacher and having interventions such as life skills work, social skills and curriculum enrichment trips / activities, appropriate to their needs. This amount of time may vary and is dependent on the level of inclusion the CYP has in the mainstream classroom.


Exit Criteria


Each CYP's progress is continually monitored through the school’s processes of assess, plan, do and review, by teaching staff and the appropriate Specialist Teacher in collaboration with other professionals, where appropriate.

lf it becomes apparent through this monitoring that the CYP’s needs cannot be met in the SRP, despite best endeavours, alternative provision will need to be considered. For instance, there may be significant changes to the CYP’s learning profile.


Similarly, through this monitoring, transitions from the SRPs to the mainstream school will be considered at the point where a CYP has made progress and no longer needs the provision.


Exit from the SRP will normally be considered at the formal statutory Annual Review.


When a CYP is ready to leave the SRP, effective transition will be planned and supported to enable success.

What specialist services and expertise are available at, or accessed by, Reculver C.E. Primary School?

At Reculver C.E. Primary School we feel that having as much information as possible about a pupil is key when deciding on the most appropriate support for them. We regularly liaise with a range of external agencies and we follow the guidance they give.

We will always seek consent before referring a child to an outside agency for advice on their additional needs.  We encourage parents to allow agencies to share information with a key member of staff at school.

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

  • NHS and Private Occupational therapists
  • NHS and Private Speech and Language Therapists
  • Physiotherapists from the Children’s Assessment Centre at Kent and Canterbury Hospital
  • Consultant Paediatricians 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
  • NHS Emotional Wellbeing Team
  • School Nursing team.
  • Children’s and Adolescent Mental Health Service (CAMHS)
  • Deaf CAMHS
  • Child Counsellors
  • Play Therapists
  • Early Help Team
  • Social Services
  • Charitable organisations:
    • Dwn Syndrome Association
    • Ryal Society for Blind Children (RSBC)

In addition to the above, the SRP has access to regular and on site services of a Qualified teacher for Vision Impairment (QTVI) and a Specialist Teacher for pupils with Cognition and Learning needs.

How is Wellbeing of pupils promoted in the school?

The Director of Mental Health and Wellbeing works with pupils on an individual and group basis with the aim of raising their self-esteem and feelings of wellbeing.  The Director of Mental Health and Wellbeing, Paul Grainger works closely with the rest of the staff at Reculver who have a responsibility for the wellbeing of all pupils.

Mr Grainger is a qualified Child Counsellor and holds an Advanced Diploma in Counselling, a Diploma in Counselling Children and Adolescents, A Diploma in Cognitive Behavioural Therapy and is a member of BACP (British Association of Counselling and Psychotherapy. His email address is: He is happy to answer any queries you may have about the wellbeing of pupils in the school.  Paul Grainger also makes referrals to Early Help and liaises with support organisations and Social Services as part of his role as Designated Safeguarding Lead (DSL) so that he can facilitate a wider range of support for pupils and their  families when needed.

Mr Grainger is also the link between the school and the NHS Emotional Wellbeing Teams support service for families and staff at the school.

Mr Grainger is supported in his work by a Lead Practitioner for Mental Health and Wellbeing who provides pastoral support and delivers the Lego Therapy interventions.

There are also 5 trained Emotional Literacy Support Assistants within the Wellbeing Team.

How does the school promote the Wellbeing of its pupils?

At Reculver C.E. Primary School we recognise that pupils occasionally face social and emotional challenges which can impact negatively on their learning.  For these more vulnerable pupils our involvement might need to be intensified, and to this purpose we run social skills, nurture and self-esteem groups including the popular “Chill-out” club that is held every lunchtime under Mr Grainger’s supervision .

The teaching staff and the Senior Leadership Team have completed a course run by the Family Links Charity to enable the whole school to be recognised as a Nurture School.

Whole school staff training has also been delivered by the Virtual School on the subject of Attachment Disorder and how to best support pupils with such needs.

For more details of the specific services, facilities and experiences that we provide at Reculver C.E. Primary School, as well as some exciting new developments, please feel free to explore the pages on the left and also the links below:

SEND strategy published.

Kent County Council have now published their SEND strategy