Every child with a special educational need, who requires provision which is additional to or different from the support generally available to other children of the same age, should receive SEN support in order to overcome barriers to learning.

The purpose of SEN support is to help children achieve the outcomes or learning objectives set for them by the academy. We will involve parents and the child in this process. Our SEN policy can be found here, and our SENco is Mrs Rachael Cottam.

At Tuxford Primary Academy, we will provide support for any young person who has:

Cognition and learning needs

  • Cognitive development – attainment/progress is at a lower level than majority of peers
  • Communication and participation – language and communication difficulties
  • Curriculum access/pupil participation – concentration and retention difficulties
  • Social development – difficulties in making and maintaining friendships and relationships
  • Motor skills – some delay in fine and gross motor skills
  • Self-help skills – may need support to develop independence in organisational skills and personal care needs

Communication and interaction needs

  • Language and communication difficulties
  • Difficulties with social interactions
  • Curriculum access/student participation – difficulties following instruction and accepting
    adult direction
  • Unusual response to sensory stimuli
  • Flexibility of thought – some support is needed to manage change in every day school situations
  • Uneven developmental profile

Sensory, medical and/or physical needs

  • Where progress requires some additional support
  • Has mobility needs or personal and intimate care plans
  • Has a health care plan
  • Has difficulty forming and maintaining friendships
  • Communication and language difficulties requiring specialist support
  • Sensory needs disrupt learning

Social, emotional and mental health needs

  • Disruption in emotional health and wellbeing impacting on learning
  • Unpredictable responses to learning tasks resulting in being uncooperative and/or emotional withdrawal
  • Some behaviour which may be injurious or endanger self/others
  • Difficulties making and maintaining friendships
  • Increasingly disruptive despite appropriate classroom strategies

All TPA students can access:

  • Quality first teaching
  • Differentiation within the classroom
  • Dyslexia friendly classroom teaching strategies
  • ASD friendly classrooms
  • ADHD friendly classrooms
  • Attachment friendly classrooms
  • Visual timetable
  • Simple adaptation of communication
  • Reasonable environmental adaptations
  • Booster groups
  • Progress tracking and monitoring

Where can I find out more about the standard support at Tuxford Primary Academy?

Additional support for some students may include:

All of the classroom strategies plus:

  • writing access materials
  • in-class informal support
  • group tracking and extended booster group
  • dyslexia screener
  • dyscalculia screener
  • parental meetings to discuss concerns
  • progress tracking and monitoring

Where can I find out more about SEN support at Tuxford Primary Academy?

  • Local Offer website
  • Class teacher
  • SENCo
  • A more detailed leaflet on SEN support is available on the Local Offer, this can be viewed on
    Nottinghamshire County Council’s website

Targeted individual support

This may include all of the classroom strategies, plus:

  • individualised differentiation (over and above usual teacher differentiation)
  • outcome-focused, directed use of Teaching Assistant time
  • regular planned meetings as part of the provision assessment review
  • extended use of groups or interventions with progress lower than those at the same age
  • targeted group and outcome-focused ‘wave 3’ intervention
  • bespoke group arrangement to facilitate support
  • regular, sustained access to a range of booster groups
  • bespoke alternative provision for social, mental and emotional health
  • regular additional literacy and numeracy and matched with progress concerns/levels of attainment
  • targeted lunchtime clubs
  • targeted after school clubs
  • 1:1 key workers
  • withdrawal from classes for supported work
  • mentoring to support achievement
  • 1:1 after school teaching
  • agency intervention
  • tracking for ‘Assess, Plan, Do, Review’
  • extended supervision at break times, before and after school
  • counselling
  • additional transition support including summer school
  • medical agency support
  • support from the Educational Psychology Service or Schools and Family Support Service

What extra support is available?

If your child needs more support than we can give to them, you could consider an education, health and care (EHC) plan, which will help to identify educational, health and social needs and put additional support in place to meet those needs.

  • EHC plan coordinators: 0115 9773779
  • Information, Advice and Support Service: 0115 9482888
  • Detailed information on EHC plan pathways is available on the Local Offer website

SEND Information Report 2021