SEND at Lawrence Community Primary School

Every Child Known • Every Child Valued • Every Child Successful

At Lawrence Community Primary School, we believe every child deserves to feel valued, included and successful. We are committed to providing an inclusive education where all pupils, including those with Special Educational Needs and Disabilities (SEND), are supported to achieve their full potential.

We work in close partnership with children, families and outside professionals to identify needs early, remove barriers to learning and ensure that every child receives the support they need to thrive.

What is SEND?

A child has Special Educational Needs or Disabilities (SEND) if they require additional or different provision to support their learning because they experience significantly greater difficulty in learning than most children of the same age, or they have a disability which affects their ability to access education.

At Lawrence we follow the SEND Code of Practice (2015) and use a graduated response to ensure children receive the right support at the right time.

Our Inclusive Vision

Our vision is that:

• every child is welcomed into our school community
• every child belongs and participates fully in school life
• every child receives ambitious teaching with high expectations
• barriers to learning are identified early and addressed effectively
• children develop confidence, independence and resilience
• families are genuine partners throughout their child’s education.

Inclusion is everyone’s responsibility.

How we support children at Lawrence

Meet Our SEND Team

Our SEND provision is led by an experienced Inclusion Team.

Working with Parents

Parents know their children best.

We value open communication and involve parents in:

• identifying needs
• planning support
• reviewing progress
• annual reviews
• transition planning
• decision making.

Parents can contact the SENDCo whenever they have concerns or questions.

Listening to Children

Children are involved in decisions about their education.

We gather pupil voice through:

• review meetings
• one-page profiles
• pupil questionnaires
• classroom discussions
• SEND reviews
• transition meetings.

Children are encouraged to understand their strengths, identify their next steps and develop independence.

Accessibility and Inclusion

Our Graduated Response

Support follows four key stages:

Assess → Plan → Do → Review

This ensures provision is regularly reviewed and adapted to meet each child’s changing needs.