Vernon Terrace
Primary School
Vernonterrace.net
Vernon Terrace Primary School 2026-27 SEND Information Report
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At Vernon Terrace we develop our children - socially, emotionally, academically and personally - through a nurturing, inclusive environment. We ensure our children feel safe, with a true sense of belonging. We equip them with skills and strength of character to thrive.
Who helps children with SEND at Vernon Terrace?
A child or young person has special educational needs if they have a learning difficulty or disability which means they need additional support that is separate to and different from the rest of the children in the class. They can have a significantly greater difficulty in learning than the majority of others of the same age, and/or a disability which prevents or them from making use of facilities of a kind provided for others of the same age in mainstream schools.
If you want to talk about your child’s needs please speak to your child’s class teacher or contact Alison Steele our SENDCo on 01604 633894 or the SEND team on SENDCo@vernonterrace.net
Alternatively, the school office can be contacted at any time throughout the day.
Telephone: 01604 633894
Who are the people involved in supporting children?
At Vernon Terrace every teacher is a teacher of pupils with Special Educational Needs. We also believe every leader is a leader of Special needs. Teachers work closely with the children, Teaching Assistants, Senior leadership team ( SLT) and the SENDCo to support all children to be the best that they can be and reach their full potential.
We have two
specialist bases as part of our school. One for children who are Deaf and partially deaf and also a Local Authority base for children with SEMH needs.
We use external specialists in the areas of Speech and Language Therapy, Autism, ADHD, Dyslexia, Occupational Therapy, County Audiologist, Physiotherapy and Educational Psychology.
Julie Bull is our SEND governor she works with Alison Steele to support and challenge the SEND provision in Vernon Terrace.
Staff have regular training in areas relating to SEND for supporting pupils with social, emotional and mental health needs, supporting children who are deaf, Autism, ADHD, Sensory needs and speech and language needs. Staff training is regularly provided and reviewed.
How are children with SEND supported ?
Some children may need an Individual Education plan (IEP) to help their learning. Through this we set individual, achievable targets. The tasks agreed to achieve the targets are then completed and reviewed in a measured time . If needed they will be reset and reviewed in further cycles .
All teachers use adaptive strategies for the whole class, for example using whole class visuals to support understanding or whole class brain or physical breaks to support attention.
At times your child may need extra support. For example, we may give them support to use specific strategies or arrange for them to have an intervention to help with their learning. This could be working in a small group or through one-to one teaching.
The SENDCo helps to support teachers in identifying any additional needs. Sometimes we get help from professionals from outside the school. We always talk with parents before doing this.
How do we recognise a child with Special Educational Needs?
At different times in their schooling, a child may be faced with a barrier to their learning.
Parents/carers, class teachers, teaching assistants and the children themselves may notice different things are difficult for a child.
They may be recognised as having a special educational need.
We use observations of children in class or at play, specific assessments or have a team meeting to identify what specific areas of difficulty are. We will use the Northamptonshire Ranges document to help us identify a need and support the ongoing review of provision.
https://www.westnorthants.gov.uk/directory/local-offer/f54062f2-62a9-49d1-bcf8-3d267836e45d
Some children may find learning more challenging or may not yet be working at the same level as their peers. This may be because they have
adjustments which the school can make.
If you have a question please speak to the Class Teacher first.
The class teacher will then work with the SENDCo to identify any support needed.
If you would like to speak to the SENDCo this can be done either face to face or by phone ( 01604 633894 )
or e mail ( SENDCo@vernonterrace.net ) Mrs Steele is also often at the gate if you have a quick question or want to book a meeting.
If you feel the matter has not or will not be resolved at this level, or you have a concern or complaint, then contact the Headteacher (01604 63894) or through admin@veronterrrace.net
How do we know if children are making progress?
First we work out a child’s strengths and difficulties (assess).
Next, we identify what they need in order to make progress ( plan).
Then we put the support or strategies in place ( do). Finally we reassess the child to see what difference the intervention has made on their progress. ( review)
This process continues throughout the need for additional support. We call this an APDR cycle.
Meetings are held at key points throughout the year when parents/carers are invited to discuss their child’s progress and next steps with class teachers and additional meetings are arranged with SENDCo if needed.
If your child has an Education Health and Care Plan (EHCP), the same review conversations take place throughout the year and the EHC plan is also formally reviewed annually.
The effectiveness of the provision made for children is reviewed by the SENDCo.
SENDCo, senior leadership and school governors take part in walks round school to understand what is happening day to day and review of books to monitor the quality of learning and support provided to pupils with SEND. SEND provision is also been evaluated by external bodies including Ofsted and external consultant for provision for the Deaf.
The SENDCo monitors the progress the children make in interventions to make sure we only continue using interventions that work and that the child still needs an intervention.
The child’s attendance, behaviour and viewpoints are also taken
into consideration.
Where a child is not making progress, we will talk to the child and adults involved and make a new plan in the light of all the factors affecting the child.
How are parents involved?
We will keep you informed of your child’s needs, how we are responding, how they are progressing and what more can be done at home to support this process. Through the processes outlined.
The views of parents are sought when we put together a one page profile which is an A4 summary of all a child’s strengths and needs and how best to support them. These are completed for children with more significant need.
We send out a parent questionnaire every year to gather your views.
We have regular meetings to review the progress of your child.
Parent views are sought in the reviews of children with EHCP’s prompted by a questionnaire.
Parents have 2 parents evenings a year and a report as well as planned and spontaneous meetings, e mails and phone calls with SENDCo and class staff as needed.
How are children involved in their learning?
Children’s views are sought in a variety of ways including incidental conversations , formal group discussion, through our school leaders and on a 1-1 basis.
Children with Special Educational Needs, voice their ideas and opinions about their own provision at termly review meetings.
information gathered about their learning issued to plan support that they receive.
If your child has a question or concern, they can speak to any adult in school including the SENDCo and senior leadership. All Children are encouraged to identify 3 adults they feel confident to talk with.
How are children supported through changes and transitions?
Children in school experience lots of changes and transitions. While in primary school we prepare for end of year or teacher changes by using Transition PowerPoint available on the website. We also talk within class about things that will be different and things a that will be the same.
Moving to Secondary school is a big step which we plan for all children giving them time to ask all the questions needed. For children with SEND there can be additional visits arranged so they become familiar with the new setting. PowerPoints of places and activities are produced to support this.
Primary and secondary staff also talk and exchange records and information.
During visits to secondary schools, as part of their transition,
children take part in ‘fact finder’ sessions. This helps them to become more confident in finding their way around the new environment, and in finding out more about the school, avoiding as much anxiety as possible about the move to secondary. Work is carried out in class to support transition for all children in year 6.
How do we support the emotional and social development of children with SEND?
All our classes have quiet spaces / sensory dens where children can spend time if needed. We also have TA support within in school as well as referring children for play therapy or counselling through external services.
We are able to support short term needs through our nurture room which is a small group of children who have direct teaching related to emotional literacy and supportive play environment for a limited period of time.
Additional adaptations are made, for example morning meet and greet, end of the day descalation time prior to going home and lunch club. We support children to identify their safe adults in school with whom they feel confident to talk. We also have a school dog Mentor called Duggee.
Vernon Terrace works with West Northamptonshire Local Authority to provide a base for children with social emotional and mental health needs. Placements are allocated through a local authority panel on a fulltime, short term placement at Vernon Terrace. At the end of the placement children return to their previous school.
If you have safeguarding concerns please contact the Head Teacher Mrs Julie Cassiano or Multi agency safeguarding Hub
How do we make sure that all children are included at Vernon Terrace?
We offer a range of clubs on a 6 weekly basis and are proud to include high levels of children with SEND in these clubs. Please discuss with the SENDCo if you have concerns re accessibility for children with SEND.
As SLT ( Senior Leadership team ) we regularly review all vulnerable pupils to ensure they are able to be supported and included in all aspects of school life.
At Vernon Terrace we prioritise inclusion, this includes our children learning British Sign Language in order to communicate with everyone in school. It also includes adaptations made to our classrooms and smaller rooms and play spaces.
How is special needs funded at Vernon Terrace ?
All schools are provided with an overall budget based on the number of children that they have. This funding includes a notional SEND budget. Some of this budget is spent on ensuring all children have what they need to succeed in school.
We spend this money on teaching assistants and buying resources, equipment or staff training in order to support identified needs. These additional resources enable children to access the curriculum and make progress in their learning and development.
Where a high level of need is evidenced the school can apply for Targeted Funding through the Local Authority. This may be used to pay for support such as focussed group work, one to one support for short periods of time, individualised resources or to fund external agencies to give advice and support to your child.
If your child requires support longer term we may, working with you and your child, apply for an Education Health and Care plan through the local authority.
If the Authority agrees that a EHC Plan is needed we will help to support you through this process. If you require further information about this please visit:
Placements in our Deaf and partially hearing base are funded through their EHCP and specific base funding.
Placements in our short term SEMH base are funded through a panel at the local authority.
What other support is available in my local area?
More information.
If you have any additional questions, please contact the school for further information. You may also find it useful to look at some of the school’s policies for further detailed information, such as the:
The Children and Families Act (March 2014) requires Local Authorities to,
"Publish a local offer, setting out in one place information about provision they expect to be available for children and young people in their area who have special educational needs.”
Follow the link to access information about the local offer in our area. Here you will find a comprehensive list of support services that are available locally, what services and support they provide and how you can access them.
https://www.westnorthants.gov.uk/local-offer
You might find the following links to websites useful.
Educational Psychology Service :
School Attendance and support contact SASSO
https://www.westnorthants.gov.uk/directory/local-offer/4e8ea84c-c687-4de5-aea1-f2a017b244a0
Inclusion advice support Service ( for Parents ): Contact Number : 01604 364772
Northampton Ranges
https://www.westnorthants.gov.uk/directory/local-offer/f54062f2-62a9-49d1-bcf8-3d267836e45d
Education health care plans
West Northamptonshire Local Offer
https://www.westnorthants.gov.uk/local-offer
IIST inclusion and intervention support team
https://www.westnorthants.gov.uk/directory/local-offer/12b3a914-3733-4055-ae3e-6937a89201dd
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