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Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

Supporting Pupils with Additional Needs

Newton Burgoland Primary School aims to embrace the needs of all its pupils and has a whole-school approach to special educational needs and disabilities (SEND).

We are not just a school – we are a family.

We are all unique and together we are strong, bonded by kindness and friendship.

We are all safe and happy under one roof, protected from the elements and prepared to weather every storm.

Together we know that anything is possible both now and in the future. Collaboratively we achieve, seeing our future selves as resilient, respectful and responsible adults reflected in the eyes of others.

We are not just a school – we are a family.

We provide effective opportunities for all to achieve their best, by responding to a child’s diverse learning needs, setting suitable learning challenges and overcoming barriers to learning. We aim to achieve a community where parents and those working in school have a mutual trust and confidence in each other, created through clear, consistent approaches to communication and collaborative working, to enable outstanding outcomes for all children. We recognise the importance to include the views, wishes and feeling of the children and parents/carer and their participation in decision making. We always endeavour to raise the aspirations, expectations and achievements of all children.

Our SEND provision is co-ordinated by the Special Educational Needs Co-ordinator (SENDCO) and implemented by teachers and other members of teaching support teams. We follow the Department for Education (DfE) definitions and guidance, the policy complies with the statutory requirements and guidance set out in the relevant legislation and documents.

SEND information Report

If your are concerned about your child or would like to talk to our SENDCO about a place at Newton Burgoland please contact our SENDCO

Mrs Sue Ward



To ensure that responsibility for provision for pupils with SEND remains an integral part of the whole school provision

• To ensure that children with SEND can engage successfully in all school activities alongside pupils who do not have SEND, including making reasonable adjustments for those pupils with a disability so that they have good access to the curriculum and wider school environment.

• To work in close partnership with parents, Leicestershire Local Authority and other key agencies to ensure that the needs and strengths of each pupil with SEND are fully understood and there is a collaborative and coordinated approach to planning and reviewing any provision.

• To ensure a high level of staff expertise to meet pupil’ needs through universal and targeted training/continued profession development

• To promote independence, resilience, confidence and determination in pupils with SEND so that they can be the best versions of themselves and begin to build the skills necessary for successful transition to secondary school and then into adult hood

• To ensure all children at Newton Burgoland Primary have a voice and are confident and able to state their feelings, thoughts and needs.

• To ensure that parents’ views are taken into account and valued.

Information about specific needs and links to support groups

Note that this is not an exhaustive list of all types of SEND but a small overview of some of the conditions which schools such as ours deal with on a daily basis.

Attachment Disorder or Reactive Attachment Disorder (RAD)

Reactive Attachment Disorder can occur when children have been unable to consistently connect with a parent or primary caregiver. This can happen for a wide variety of reasons including some circumstances which were unavoidable while the child was very young.

Attention Deficit Disorder- ADD

ADD is sometimes used interchangeably with ADHD, however ADD is seen as an outdated term. Since the publication in 2013 of the 5th version  of the Diagnostic and Statistical Manual  (the manual used by doctors to identify, describe, and code various conditions)  ADHD  has been broken down into three subcategories, Predominantly Inattentive Presentation, Predominantly Hyperactive/Impulsive Presentation, and Combined Presentation.  It is the ‘Predominantly Inattentive Presentation’ category of ADHD which would once have been called ADD.

Attention Deficit Hyperactivity Disorder – ADHD

ADHD is a condition characterised by persistent inattentiveness, hyperactivity and impulsivity which is more frequent and severe than is typically observed in individuals at a comparable level of development.

Auditory Processing Disorder – APD

People with APD have difficulties processing auditory (verbal) information. APD is not a hearing problem, but an inability to process what is heard.

Autistic Spectrum Disorder – ASD

This is a lifelong developmental disability that affects the way a person communicates and relates to other people and how they experience the world around them. People with autism have difficulties with everyday social interaction and may also have learning disabilities and other conditions, including sensitivity to light, smells, tastes and other sensory experiences. Autism is a 'spectrum disorder' because, while all autistic people share certain difficulties, the condition affects people in many different ways and to varying degrees.

Asperger’s Syndrome

This is a form of autism. People with Asperger syndrome may have difficulties in social relationships and communication, as well as limitations in social imagination and creative play. Asperger syndrome has many similarities with high-functioning autism.


Dyslexia affects the way information is processed, stored and retrieved, with problems of memory, speed of processing, time perception, organisation and sequencing. Some dyslexics may also have difficulty navigating a route, left and right and compass directions. It is often most noticeable in a child’s reading, spelling and writing which is why it is usually associated with literacy difficulties.


Dyscalculia is a difficulty understanding maths concepts and symbols. It is characterised by an inability to understand simple number concepts and to master basic numeracy skills including learning number facts and procedures, telling the time, time keeping, understanding quantity, prices and money. Difficulties with numeracy and maths are also common with dyslexia.


Also called Developmental Coordination Disorder, or DCD. Children with dyspraxia have difficulties with fine and/or motor coordination (tasks such as walking, jumping, self-care and writing) when compared to children of the same age and may be thought to be 'clumsy'. People with dyspraxia may also experience problems with delayed speech or other speech problems.

Epilepsy Action

Supporting children

Global developmental delay

If a child has delayed achievement of one or more developmental milestones (eg motor skills, speech and language skills, social skills) this is called developmental delay. Global developmental delay is the term used when a child has delays in all areas of development. There may be an underlying cause that is already known or can be diagnosed (such as a chromosomal or genetic disorder) or the underlying cause may be unknown.

Hearing Impairment – HI

Hearing impairment varies in severity from the very mild to the very profound and can affect one or both ears. There are a range of technologies and strategies available to assist a hearing impaired student with both the academic and social sides of school life.

Meares-Irlen Syndrome

This is a type of visual stress which causes difficulties when reading and looking at text. Sufferers describe the words as moving on or falling into the page, for example. The effects of Meares-Irlen Syndrome can be reduced by changing the background colour by printing on another colour paper or, when this is not possible, by using either a coloured plastic overlay or tinted glasses.

Moderate Learning difficulties – MLD

Pupils with MLD will have attainments well below expected levels in all or most areas of the curriculum, despite appropriate interventions. They will have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and underdeveloped social skills.

Obsessive Compulsive Disorder – OCD

OCD presents itself in many guises, and certainly goes far beyond the common perception that OCD is merely hand washing or checking light switches. In general, OCD sufferers experience obsessions which take the form of persistent and uncontrollable thoughts, images, impulses, worries, fears or doubts. They are often intrusive, unwanted, disturbing, significantly interfere with the ability to function on a day-to-day basis as they are incredibly difficult to ignore. People with OCD often realise that their obsessional thoughts are irrational, but they believe the only way to relieve the anxiety caused by them is to perform compulsive behaviours.

Oppositional Defiance Disorder – ODD

ODD is a condition in which a child displays an ongoing pattern of uncooperative, defiant, hostile, and annoying behaviour toward people in authority lasting longer than six months and is excessive compared to what is usual for the child's age. The child's behaviour often disrupts the child's normal daily activities, including activities within the family and at school.

Physical Impairment – PI

Orthopaedic, neuromuscular, cardiovascular and pulmonary disorders and can be the result of congenital factors, injury, or multiple illnesses. In school life, access can be made for students needing wheelchairs, crutches and artificial limbs.

Severe Learning Difficulties - SLD

A severe learning disability is typically diagnosed at birth or in early childhood. Signs of developmental delay may be noticed by a range of people such as health visitors, paediatricians, GPs or family members, prompting a formal assessment leading to a diagnosis. Someone who has a severe learning disability will have little or no speech, find it very difficult to learn new skills, need support with daily activities such as dressing, washing, eating and keeping safe, have difficulties with social skills and need life-long support

Speech and Language Communication Needs - SLCN

The Individuals with Disabilities Education Act, or IDEA, defines the term “speech or language impairment” as follows “Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” A child with Speech and Language impairment may also face difficulties with understanding, or making others understand spoken language and may be behind their classmates at the rate they learn these skills. They can also have difficulties with word context or meaning and may use words incorrectly.

Specific Learning Difficulties – SpLD

This is an umbrella term which can mean Dyslexia, Dyspraxia, Dyscalculia or ADD/ADHD.

Tourette’s Syndrome(TS)

Tourette Syndrome (TS) is a neurological condition which is most usually known for causing ‘tics’. Tics are involuntary and uncontrollable sounds and movements.

Visual impairment – VI

Visual impairment in a person could be so mild as to be easily corrected with glasses or so severe that the person is totally blind. Visual Impairment could affect one or both eyes. Not all children with a visual impairment have a special educational need; for this, the child’s need would need to be significant enough to meet the criteria of SEND (this definition can be found at the top of this page).


General Support for parents


British Institute of Learning Difficulties –

Foundation for People with Learning Difficulties -

Mencap -

Special Needs support website

Advice for parents and carers looking after children with special educational needs and disabilities (SEND):

Click Here for the Guidance

Accessing Additional support 

Most pupils' needs can be met through quality teaching. High quality teaching includes a range of strategies and small group work or 1-1 support at our school including:

  • Keep-up phonics (class 1 and 2)
  • Daily reading
  • Pre-teaching (advance preparation for new learning)
  • Post-teaching (short burst of additional teaching for something your child found challenging)
  •  Support in class to focus or reduce cognitive load
  • Provision of aids to reduce cognitive load

If we are worried, that despite this support your child is not making good progress, then we will talk to you to work with you to try and find out what the barriers to learning might be. This could include the use of specialist assessments.

We keep records of the additional support your child has received and the impact of that support so that we can access further support from the local authority if needed.

We might seek a specialist dyslexia assessment if your child's progress in reading is significantly below age-related standards. An example might be that your child has not secured phase 3 phonics for reading and they are in year 4 despite significant support over a period of time and no other barriers to learning.

Some children need an ECHP. This is a document that describes their learning needs and how a school should work with the family to meet those needs. if you think that your child needs an ECHP please contact the SENDCO - Mrs Sue Ward or  the Special Educational Needs Assessment Service .